FİZİK EĞİTİMİNDE METAFORVE ANOLOJİ ARASINDAKİ FARKLAR ÜZERİNE BİR META-ANALİZ ARAŞTIRMASI

Abstract

achievement led the physicists to question how we can make abstract concepts more meaningful in classroom learning environments. Research in this context has gained momentum in representation, such as modeling, developing analogies, creating tables and graphics, presenting forms, and using mathematical formulas. In this framework, there search of thephysics language used in physics has been shaped by analogies and metaphors. Educators, who aim to reach unknown concepts from conventional concepts, use many analogies in thePhysics textbooks in order to objectify abstract concepts. However, there are not enough studies to analyze how the seanalogiesand metaphors which have reflections on languag eaffect learning, whether they result in positiveeffects, misconceptionsorun certainty in thelanguage. At the same time, this in sufficiency also show up in different contexts such as which conceptsare appropriat etocrea teanalogies in physics or which conceptsare metaphors or the effects of metaphorical perceptions in the learning process. Inourcountry, there has not been encountered a comprehensive study that shows the difference sand similarities between analogiesand metaphors, yet.