Metaphorical Perceptions of Preschool, Elementary and Secondary School Children About Science and Mathematics
Azize Ummanel 1 *
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1 European University of Lefke, Northern Cyprus* Corresponding Author


The key purpose of this paper is to offer an exploration of the metaphorical perceptions of preschool, elementary and secondary school children about science and mathematics. In this study, phenomenological research design is used which is among qualitative research designs. A total of eighty-two children were participated in the study. The information is sourced through a form containing statements like “Science is like ....., because.....” and “Mathematics is like ....., because.....” and elementary and secondary school children were asked to fill in. After short conversations with preschool children about science and mathematics, they were asked “What does science/mathematics look like and why?” and their responses were noted by the researcher. The outcome of the study demonstrates that the children in general have positive attitudes about science and mathematics. Findings also indicate that children’s positive attitudes increase for science and decrease for mathematics with increasing age.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 8, August 2017, 4651-4668

Publication date: 28 Jul 2017

Article Views: 2363

Article Downloads: 1114

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