Identifying primary school students’ perceptions of the properties of matter using model-based metaphors

Abstract

ABSTRACT This study aimed to determine the metaphorical perceptions and articulation abilities of fourth-grade (N = 107) primary school students in Türkiye regarding the concepts in the Properties of Matter unit. Phenomenology, a qualitative research approach, was used in this study. The researchers established code categories for the study and followed scoring charts and guidelines to assign scores. The findings revealed that fourth-grade students perceived matter as a tangible concept that can be felt and touched and change in state as a concept associated with temperature. The term pure substance was described as a single, solitary concept, whereas the concept of mixture was thought of as appearing perceptively mixed. We found that matter was the concept with the highest level of metaphorical understanding, as demonstrated by the students’ ability to explain and reflect on the concept through drawings. Our study suggests that using model-based metaphors can not only identify various scientific concepts and subjects but also uncover primary school students’ prior knowledge of science subjects. In addition, these metaphors can aid in instruction and serve as a tool for teachers to evaluate and diagnose their students.