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[[alternative]]The Effect on Applying Metaphors in Comprehension of Scientific Texts- Based on Electrolyte

By [[author]]湯善龍, Shan-Lung [[author]]TANG, 湯善龍 and Shan-Lung TANG


[[abstract]]What science tends to discover is usually something that cannot be sensed by human sensory organs. People can make use of what they have already known to new things by making analogies. Besides, there is, probably no other ways to imagine or describe. In these recent years, cognitive psychology has gradually to pay more attention to the effects of what metaphors do to human intelligence. It thinks that metaphor is a technique of getting to know or introducing something new through something was known. It is a mode of conception transition, and this plays a very important role on forming and developing scientific thinking. Current standpoint to science education overemphasizes “Learning form the process of doing.” This is contrary to many research results, which show that studying textbooks is the principal channel for students to gain science knowledge. Thus, in this research, based on a unit from current junior high school physics-chemistry textbook,“ Electrolyte” (9th grade), with the tools of well-developed metaphorical text along with experiments and questionnaires. This research is trying to find out the influence of students’ understanding when they learn from some metaphorical texts. This means to show that applying metaphors in writing science textbooks can improve students’ learning effects. Eight grade students participated in this study, they had learned the unit of “Atomic Structure.” These students took pre-test before reading study. And was assigned randomly into experimental group and contrast group for post-test. They study metaphorical and traditional texts respectively groups. Then took the post-test and delayed recall test. The results are: (1)the group who studied metaphorical texts are significantly better the group who studied traditional texts in the way of memory reserve.(2)Experimental group with low prior knowledge has better results than contrast group with low prior knowledge in the area of retention of text content and understanding texts logic relations.(3)Experimental group with high prior knowledge has significant better grades on understanding texts logic than contrast group with high prior knowledge. From the survey through questionnaires among junior high physics-chemistry teachers and senior high first-year students, the results show that metaphors are applying generally in science lessons. Metaphors are not only used in teaching but also the tools when teachers and students are learning knowledge in relative fields. Personification metaphors close to students’ daily life thus, raise their learning motivation. But there are also restrictions, it must be very careful when applying metaphors in written texts so no excessive culture meanings or descriptions will appear. According to all the above research results, this study recommends to use more well known metaphors while editing science textbooks in the reducing of students’ comprehension difficulties.

Topics: 閱讀理解, 科學課文, 隱喻, 電解質, Comprehension, scientific texts, metaphor, Electrolyte, [[classification]]43
Year: 2010
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