CORRELATION BETWEEN ENERGY METAPHOR AND EMPATHY TENDENCY

Mustafa Erdemir; Kandil İngeç, Ş.

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CORRELATION BETWEEN ENERGY METAPHOR AND EMPATHY TENDENCY

Title	CORRELATION BETWEEN ENERGY METAPHOR AND EMPATHY TENDENCY
Publication Type	Journal Article
Year of Publication	2023
Authors	Erdemir, M, Kandil İngeç, Ş.
Journal	Journal of Baltic Science Education
Volume	22
Issue	5
Start Page	813-832
Pagination	Continuous
Date Published	October/2023
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	empathic disposition, energy metaphor creation, relationship identification
Abstract	Creating a metaphor for the concept of energy can contribute to the determination of the mental structuring of the concept of energy. Pre-service teachers' metaphors about the concept of energy were classified according to traditional and scientific fields. The metaphors produced by the mathematics and science teacher candidates for the concept of energy consisted of structural and abstract concepts, approximately 60% of them were the continuity of life and 40% were science categories. While pre-service mathematics teachers mainly produce metaphors for biology, pre-service science teachers produce metaphors mainly for physics. Empathic tendency scores and levels of pre-service teachers were determined. Pre-service teachers have a high level of empathic disposition and predominantly see the other person's problem and emotion as their own. There was no quantitatively significant difference between traditional metaphor types and empathic tendencies. It is understood that the pre-service teachers have high empathic tendencies, and mostly in the sen stage, the concepts related to the continuity of life are primarily used in developing metaphors related to the concept of energy, and they tend to produce structural metaphors. Metaphor and empathy will contribute to the determination of mental models and the establishment of a connection between the fields of science.
URL	https://oaji.net/articles/2023/987-1697653576.pdf
DOI	10.33225/jbse/23.22.813
Refereed Designation	Refereed
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