Abstract:
This 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.
