Elementary School Students’ Understanding of Metaphors

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: Calderón Guerrero, Gabriela, Maldonado Ahumada, Cynthia, Vernon, Sofía
Formato: info:eu-repo/semantics/article
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2017
Materias:
Cognición
lenguaje
comprensión
metáforas.
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/1108
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spelling repositorioinstitucional-20.500.12930-62332023-05-09T15:05:07Z Elementary School Students’ Understanding of Metaphors La comprensión de las metáforas en niños de primaria Calderón Guerrero, Gabriela Maldonado Ahumada, Cynthia Vernon, Sofía Cognición lenguaje comprensión metáforas. 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). El objetivo de este artículo es describir el desarrollo de la comprensión de las metáforas, así como el tipo de relaciones parte-todo que son capaces de establecer los niños al resolver adivinanzas. Los participantes de la investigación fueron 30 estudiantes de una escuela primaria federal del estado de Querétaro (México): 10 estudiantes de segundo, 10 de cuarto y 10 de sexto grado. Se les pidió responder a cuatro adivinanzas metafóricas y explicar qué información habían considerado para llegar a sus respuestas. Los resultados muestran que: a) la comprensión de las metáforas presenta un patrón evolutivo ascendente en relación al grado escolar y, b) los participantes de los grados superiores tienden a construir relaciones parte-todo más integradoras y coherentes que los estudiantes de los grados inferiores, lo que les permite comprender mejor las metáforas de las adivinanzas. Los resultados obtenidos confirman los hallazgos de Calderón (2012) y Calderón, Vernon y Carrillo (2012). 2017-04-10 2021-06-03T03:08:18Z 2021-06-03T03:08:18Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/1108 10.24320/redie.2017.19.2.1108 https://hdl.handle.net/20.500.12930/6233 spa https://redie.uabc.mx/index.php/redie/article/view/1108/1527 https://redie.uabc.mx/index.php/redie/article/view/1108/1538 https://redie.uabc.mx/index.php/redie/article/view/1108/1926 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 19 No. 2 (2017); 104 - 113 Revista Electrónica de Investigación Educativa; Vol. 19 Núm. 2 (2017); 104 - 113 1607-4041
institution Repositorio Institucional
collection DSpace
language spa
topic Cognición
lenguaje
comprensión
metáforas.
spellingShingle Cognición
lenguaje
comprensión
metáforas.
Calderón Guerrero, Gabriela
Maldonado Ahumada, Cynthia
Vernon, Sofía
Elementary School Students’ Understanding of Metaphors
description 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).
format info:eu-repo/semantics/article
author Calderón Guerrero, Gabriela
Maldonado Ahumada, Cynthia
Vernon, Sofía
author_facet Calderón Guerrero, Gabriela
Maldonado Ahumada, Cynthia
Vernon, Sofía
author_sort Calderón Guerrero, Gabriela
title Elementary School Students’ Understanding of Metaphors
title_short Elementary School Students’ Understanding of Metaphors
title_full Elementary School Students’ Understanding of Metaphors
title_fullStr Elementary School Students’ Understanding of Metaphors
title_full_unstemmed Elementary School Students’ Understanding of Metaphors
title_sort elementary school students’ understanding of metaphors
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2017
url https://redie.uabc.mx/index.php/redie/article/view/1108
_version_ 1792609837197033472

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