000			03013nam a2200205Ia 4500
005			20191211101003.0
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040			_aLB-BrCRDP
100	1		_aSawma Yaacoub, Dahlia _gMaster Education
245	1	4	_aThe roles of figures of speech in the process of conceptual change in the physics classroom
260			_aBeirut _bLebanese American University. School of Arts and Sciences. Education Department _c2014
300			_a150 pages
500			_aالنوع : Mémoire
520	3		_aThis study investigates the role of figures of speech, mainly metaphors, analogies, and personifications in the process of conceptual change in the physics classroom. The objectives of this study are as follows: (1) documenting the views of teachers on the role of figures of speech and humor in teaching physics concepts, (2) examining students’ views on the influence of figures of speech on their understanding of physics concepts, (3) observing how students interact with the use of figures of speech and humor in the physics classroom, and (4) investigating the relation between the roles of figures of speech and humor on a motivational and cognitive level. A mixed-method approach was used to conduct this research. Interviews were conducted with physics teachers; questionnaires were distributed to students, and a non-participant observation was carried out during a period of 4 months. A thematic approach was used to analyze the data which provided in-depth knowledge of how teachers and students viewed the roles of figures of speech in teaching physics. Teachers viewed figures of speech as a VIII tool that helps them transmit abstract physics concepts to students in a simpler and concrete way as well as it helps deal with student misconceptions. The study suggests several ways to overcome the drawbacks and make the most of the positive aspects. Questionnaires revealed that the majority of students understand physics concepts better when the teacher uses tools such as figures of speech to explain them. The research highlighted the effective role of teachers in discerning when to use the figure of speech and how to overcome its drawbacks when applicable. Non-participant observations enlisted several examples of figures of speech used and the positive responses of students towards them. This study makes an important contribution to using language tools in teaching physics concepts. It highlights the urgent need for all stakeholders to work collaboratively to include figures of speech in the physics curriculum as tools to enhance the process of conceptual change in the physics classroom.
650		4	_aL’enseignement des Sciences Méthodes d’enseignement L’accomplissement des étudiants
650		4	_aSciences education Teaching Methods Students achievement _975
650		4	_aتعليم العلوم طرق التعليم تحصيل الطلبة _9150
856			_zShamaa _uhttp://search.shamaa.org/FullRecord?ID=102949
942			_cLAESDATA _2ddc
999			_c20250 _d20250