资优学生对数学和科学概念的隐喻感知

Q3 Social Sciences
Duygu Özdemir, Ayşegül Kınık Topalsan
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引用次数: 0

摘要

背景/目的——通过隐喻来理解资优学生的感知,仔细检查和解释它们,有助于指导培训计划的组织和资优学生教育内容的区分。本研究旨在通过考察学生的隐喻,揭示资优学生对科学和数学概念的感知,以及对学校数学、学校科学、科学家、实验和问题解决的感知。材料/方法:根据便利抽样法、标准抽样法和可及抽样法,选取土耳其伊斯坦布尔某基础大学设立的一所儿童大学的30名资优学生作为研究对象。为了揭示学生的隐喻感知,研究人员询问了资优学生对“数学”、“科学”、“学校数学课”和“学校科学课”的隐喻。使用隐喻感知表收集数据,然后转移到QDA Mine Lite程序进行定性数据分析,包括编码和创建类别和主题。结果-获得了关于数学的隐喻、关于学校数学的隐喻、关于科学的隐喻和关于学校科学的隐喻作为研究的主题。结论-在一般意义上,在所有四个主题中获得了三类发现。关于数学的隐喻,分类是“有利的”、“相关的”和“困难程度”;而对于学校数学,它们分别是“有利”、“相关”和“不利”;在科学方面,它们分别是“有利”、“相关”和“难度”;而对于学校科学,它们分别是“有利”、“相关”和“不利”。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Metaphorical Perceptions of Gifted Students towards Mathematics and Science Concepts
Background / purpose – Understanding gifted students’ perceptions by means of metaphors, carefully examining and interpreting them may help to guide the organization of training programs and the differentiation of educational content for gifted students. This study aims to reveal the perceptions of gifted students regarding science and mathematics concepts as well school math, school science, scientist, experiments, and problem-solving perceptions by examining students’ metaphors. Materials / methods – 30 gifted students studying at a children’s university, which was established by a foundation university in Istanbul, Turkey, were selected as the study’s participants based on convenience, criterion, and accessibility sampling methods. To reveal the students’ metaphorical perceptions, gifted students were asked about their metaphors for “mathematics,” “science,” “mathematics lessons at school,” and “science lessons at school.” Data were collected using a Metaphorical Perception Form, and then transferred to the QDA Mine Lite program for qualitative data analysis, which included coding and the creation of categories and themes. Results –Metaphors about mathematics, Metaphors about school mathematics, Metaphors about science, and Metaphors about school science were obtained as the themes of the study. Conclusion – In a general sense, three categories of findings were obtained across all four themes. For metaphors about mathematics, the categories were “favorable,” “relating,” and “difficulty level”; whilst for school mathematics they were “favorable,” “relating,” and “unfavorable”; for science they were “favorable,” “relating,” and “difficulty level”; and for school science they were “favorable,” “relating,” and “unfavorable.”
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来源期刊
Educational Process International Journal
Educational Process International Journal Social Sciences-Education
CiteScore
3.40
自引率
0.00%
发文量
10
审稿时长
20 weeks
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