Metaphorical perceptions of preschool, elementary and secondary school children about science and mathematics

Abstract

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.