Elementary School Students’ Understanding of Metaphors
This paper aims to describe the development of children’s understanding of metaphors and the type of part-whole relationships they are capable of establishing when solving puzzles. The study was carried out with 30 students from a federal elementary school in the state of Querétaro, Mexico: 10 secon...
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| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | spa |
| Publicado: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2017
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| Acceso en línea: | https://redie.uabc.mx/index.php/redie/article/view/1108 |
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| Sumario: | This paper aims to describe the development of children’s understanding of metaphors and the type of part-whole relationships they are capable of establishing when solving puzzles. The study was carried out with 30 students from a federal elementary school in the state of Querétaro, Mexico: 10 second-year students, 10 fourth-year students and 10 sixth-year students. They were asked to answer four metaphorical puzzles and explain what information they had taken into account to arrive at their answers. The results show that: a) children’s understanding of metaphors increases with their school year, and b) participants from higher years tend to establish more comprehensive and coherent part-whole relationships than students from lower years, which allows them to better understand metaphors in puzzles. The results confirm findings by Calderón (2012) and Calderón, Vernon and Carrillo (2012). |
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