Figures of speech in the physics classroom

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dc.contributor.author Nabhani, Mona
dc.contributor.author Bahous, Rima
dc.contributor.author Natout, Mahmoud
dc.contributor.author Saouma, Dahlia
dc.date.accessioned 2018-05-11T07:28:11Z
dc.date.available 2018-05-11T07:28:11Z
dc.date.copyright 2018 en_US
dc.date.issued 2018-05-11
dc.identifier.issn 1470-1138 en_US
dc.identifier.uri http://hdl.handle.net/10725/7801
dc.description.abstract Background: This study investigates the role of figures of speech in the process of conceptual change in the physics classroom. Purpose: Its objectives are to examine what teachers and students perceive to be the advantages in using figures of speech in teaching physics concepts, what they perceive to be the challenges in using them, and how teachers use these in their classrooms to minimize the challenges faced. Sample We chose a purposive sample of 95 students and nine teachers of physics, in four schools in Lebanon. Design and methods: A mixed-method approach was used. Interviews were conducted with physics teachers; questionnaires were distributed to students, and non-participant classroom observations were carried out. Results: Teachers viewed figures of speech as a tool that helps them transmit abstract physics concepts to students in a simpler and concrete way. Questionnaires and non-participant observations revealed several examples of figures of speech used and the positive responses of students towards them. Conclusions: The study suggests several ways to overcome the drawbacks. This study highlights the urgent need for all stakeholders to work collaboratively to include figures of speech in the curriculum to enhance the process of conceptual change in the physics classroom. en_US
dc.language.iso en en_US
dc.title Figures of speech in the physics classroom en_US
dc.type Article en_US
dc.description.version Published en_US
dc.title.subtitle a process of conceptual change en_US
dc.author.school SAS en_US
dc.author.idnumber 198129610 en_US
dc.author.idnumber 197902770 en_US
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.relation.journal Research in Science & Technological Education en_US
dc.keywords Figures of speech en_US
dc.keywords Teachers en_US
dc.keywords Students en_US
dc.keywords Physics classroom en_US
dc.keywords Conceptual change en_US
dc.identifier.doi https://doi.org/10.1080/02635143.2018.1438388 en_US
dc.identifier.ctation Saouma, D., Bahous, R., Natout, M., & Nabhani, M. (2018). Figures of speech in the physics classroom: a process of conceptual change. Research in Science & Technological Education, 1-16. en_US
dc.author.email mnabhani@lau.edu.lb en_US
dc.author.email rbahous@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url https://www.tandfonline.com/doi/abs/10.1080/02635143.2018.1438388 en_US
dc.author.affiliation Lebanese American University en_US

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