UNDERSTANDING OF ABSTRACT CONCEPTIONS IN THE UNIT OF CELL DIVISION AND HEREDITY THROUGH CONCEPTUAL METAPHORS

The purpose of the present study was to examine eighth grade students’ meta-phorical perceptions in relation to certain conceptions in the specific context of cell division and heredity. The study reflects on the analysis of conceptual metaphors by phenomenological method. The working group of the s...

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Autores principales:	Hatice Gülmez GÜNGÖRMEZ, Abuzer AKGÜN, Ümit DURUK, Ceylan DOĞAN
Formato:	article
Lenguaje:	DE EN FR TR
Publicado:	Fırat University 2019
Materias:	science education cell division heredity conceptual metaphors Social Sciences H Social sciences (General) H1-99
Acceso en línea:	https://doaj.org/article/7c32f0a8f2f74c8eac02616ed59d036a
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spelling	oai:doaj.org-article:7c32f0a8f2f74c8eac02616ed59d036a2021-11-24T09:20:45ZUNDERSTANDING OF ABSTRACT CONCEPTIONS IN THE UNIT OF CELL DIVISION AND HEREDITY THROUGH CONCEPTUAL METAPHORS2148-416310.9761/JASSS7155https://doaj.org/article/7c32f0a8f2f74c8eac02616ed59d036a2019-08-01T00:00:00Zhttps://jasstudies.com/index.jsp?mod=tammetin&makaleadi=784025844_5-%C3%96%C4%9Fretmen%20Hatice%20G%C3%BClmez%20G%C3%BCng%C3%B6rmez.pdf&key=28389https://doaj.org/toc/2148-4163The purpose of the present study was to examine eighth grade students’ meta-phorical perceptions in relation to certain conceptions in the specific context of cell division and heredity. The study reflects on the analysis of conceptual metaphors by phenomenological method. The working group of the study was comprised of 20 eight-grade students enrolled in a state school located in the province of Adıyaman. Students participated in the study were presented a form consisting of such questions “chromosome, gene, phenotype, crossing-over and mitosis is as……because….” and asked to fill in the blanks given in the questions. Data collected by the forms were given in descriptives and percentages. In conclusion, 51 metaphors related to 5 distinct conceptions were explored in the analysis. These metaphors were categorized into 4 categories labelled as “living being”, “characteristics/thought/abstract”, “instrument/object” and “course/action”. It was also observed that the most referred category was “characteristics/thought/abstract” generating totally 36 metaphors while the most referred metaphor was “barter” associated with the conception of crossing-over. Most of the students were unable to put in the correct order of DNA, chromosome and gene by size. Considering all these results, it might be suggested that the incompetency of understanding abstract, complex and theoretical phenomena should be challenged by constructive activities improving metaphorical thinking in science courses.Hatice Gülmez GÜNGÖRMEZAbuzer AKGÜNÜmit DURUKCeylan DOĞANFırat Universityarticlescience educationcell divisionheredityconceptual metaphorsSocial SciencesHSocial sciences (General)H1-99DEENFRTRJournal of Academic Social Science Studies , Vol 10, Iss 59, Pp 89-102 (2019)
institution	DOAJ
collection	DOAJ
language	DE EN FR TR
topic	science education cell division heredity conceptual metaphors Social Sciences H Social sciences (General) H1-99
spellingShingle	science education cell division heredity conceptual metaphors Social Sciences H Social sciences (General) H1-99 Hatice Gülmez GÜNGÖRMEZ Abuzer AKGÜN Ümit DURUK Ceylan DOĞAN UNDERSTANDING OF ABSTRACT CONCEPTIONS IN THE UNIT OF CELL DIVISION AND HEREDITY THROUGH CONCEPTUAL METAPHORS
description	The purpose of the present study was to examine eighth grade students’ meta-phorical perceptions in relation to certain conceptions in the specific context of cell division and heredity. The study reflects on the analysis of conceptual metaphors by phenomenological method. The working group of the study was comprised of 20 eight-grade students enrolled in a state school located in the province of Adıyaman. Students participated in the study were presented a form consisting of such questions “chromosome, gene, phenotype, crossing-over and mitosis is as……because….” and asked to fill in the blanks given in the questions. Data collected by the forms were given in descriptives and percentages. In conclusion, 51 metaphors related to 5 distinct conceptions were explored in the analysis. These metaphors were categorized into 4 categories labelled as “living being”, “characteristics/thought/abstract”, “instrument/object” and “course/action”. It was also observed that the most referred category was “characteristics/thought/abstract” generating totally 36 metaphors while the most referred metaphor was “barter” associated with the conception of crossing-over. Most of the students were unable to put in the correct order of DNA, chromosome and gene by size. Considering all these results, it might be suggested that the incompetency of understanding abstract, complex and theoretical phenomena should be challenged by constructive activities improving metaphorical thinking in science courses.
format	article
author	Hatice Gülmez GÜNGÖRMEZ Abuzer AKGÜN Ümit DURUK Ceylan DOĞAN
author_facet	Hatice Gülmez GÜNGÖRMEZ Abuzer AKGÜN Ümit DURUK Ceylan DOĞAN
author_sort	Hatice Gülmez GÜNGÖRMEZ
title	UNDERSTANDING OF ABSTRACT CONCEPTIONS IN THE UNIT OF CELL DIVISION AND HEREDITY THROUGH CONCEPTUAL METAPHORS
title_short	UNDERSTANDING OF ABSTRACT CONCEPTIONS IN THE UNIT OF CELL DIVISION AND HEREDITY THROUGH CONCEPTUAL METAPHORS
title_full	UNDERSTANDING OF ABSTRACT CONCEPTIONS IN THE UNIT OF CELL DIVISION AND HEREDITY THROUGH CONCEPTUAL METAPHORS
title_fullStr	UNDERSTANDING OF ABSTRACT CONCEPTIONS IN THE UNIT OF CELL DIVISION AND HEREDITY THROUGH CONCEPTUAL METAPHORS
title_full_unstemmed	UNDERSTANDING OF ABSTRACT CONCEPTIONS IN THE UNIT OF CELL DIVISION AND HEREDITY THROUGH CONCEPTUAL METAPHORS
title_sort	understanding of abstract conceptions in the unit of cell division and heredity through conceptual metaphors
publisher	Fırat University
publishDate	2019
url	https://doaj.org/article/7c32f0a8f2f74c8eac02616ed59d036a
work_keys_str_mv	AT haticegulmezgungormez understandingofabstractconceptionsintheunitofcelldivisionandhereditythroughconceptualmetaphors AT abuzerakgun understandingofabstractconceptionsintheunitofcelldivisionandhereditythroughconceptualmetaphors AT umitduruk understandingofabstractconceptionsintheunitofcelldivisionandhereditythroughconceptualmetaphors AT ceylandogan understandingofabstractconceptionsintheunitofcelldivisionandhereditythroughconceptualmetaphors
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UNDERSTANDING OF ABSTRACT CONCEPTIONS IN THE UNIT OF CELL DIVISION AND HEREDITY THROUGH CONCEPTUAL METAPHORS

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