The aim of this research was to reveal the perceptions of secondary school 8th grade students about the science laboratory concept through metaphors. This research was carried out according to the phenomenology (phenomenological) design, which is one of the qualitative research methods. The study group of the research consisted of a total of 38 8th grade students studying in two secondary school in Trabzon's Çarşıbaşı and Rize's Çayeli districts. The metaphor form was used as a data collection tool. Data were obtained by students' answering the metaphor statement which is “Science laboratory…………….. like / similar. Because…………………………..” in the metaphor form. In the first part of the metaphor statement, the students were asked to compare the science laboratory concept to a concept they know, and in the second part, the students were asked to express the reason of the analogy they made in the first part in the part starting with because. The data obtained from the metaphor form were analyzed by content analysis. As a result of the analysis of the data, it was determined that the students produced 39 metaphors in total. These metaphors were coded and 6 different categories were reached from these codes. It was seen that students mostly expressed the black hole (3) and amusement park (3) metaphors among the metaphors for the science laboratory concept. When the findings were examined according to categories, it was seen that the students formed the metaphor the most in the “offer variety” category (10). It was observed that the students generally perceived the science laboratory concept positively. As a result of the research, it was suggested to conduct studies on how the science laboratory perceptions of middle school students are according to their education levels and gender.
Metaphor science laboratory secondary school students phenomenology (phenomenology) research.
Bu çalışmanın amacı, ortaokul 8. Sınıf öğrencilerinin fen laboratuvarı kavramıyla ilgili algılarını metaforlarla ortaya çıkarmaktır. Bu araştırma nitel araştırma yöntemlerinden birisi olan olgu bilim (fenomonolojik) desenine göre yürütülmüştür. Bu çalışmanın araştırma grubunu Trabzon’un Çarşıbaşı ilçesinde bir ortaokulda ve Rize’nin Çayeli ilçesindeki bir ortaokulda öğrenim gören toplam 39 8. sınıf öğrencisi oluşturmuştur. Araştırmada veriler metafor formu ile elde edilmiştir. Metafor formunda öğrencilere ‘Fen laboratuvarı…………….gibidir/benzer. Çünkü…………..’ şeklindeki metafor ifadesi sunulmuştur. Öğrencilerin metafor ifadesinin ilk bölümünde fen laboratuvarı kavramını bildikleri bir kavrama benzetmeleri, ikinci bölümde ise öğrencilerin birinci bölümde yaptıkları benzetmenin gerekçesini çünkü ile başlayan bölümde ifade etmeleri istenmiştir. Metafor formundan elde edilen veriler içerik analizi ile çözümlenmiştir. Verilerin analizi sonucunda öğrencilerin toplam 39 metafor ürettikleri belirlenmiştir. Bu metaforlar kodlanmış ve bu kodlardan 6 farklı kategoriye ulaşılmıştır. Öğrencilerin fen laboratuvarı kavramına yönelik metaforlarından en fazla karadelik (3) ve lunapark (3) metaforlarını ifade ettikleri görülmüştür. Bulgular kategorilere göre incelendiğinde öğrencilerin en fazla çeşitlilik sunma (10) kategorisinde metafor oluşturdukları görülmüştür. Öğrencilerin genel olarak fen laboratuvarı kavramını olumlu olarak algıladıkları görülmüştür. Araştırmanın sonucunda ortaokul öğrencilerinin fen laboratuvarı algılarının öğretim kademelerine ve cinsiyete göre nasıl olduğuna yönelik araştırmaların yapılması önerilmiştir.
Primary Language | Turkish |
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Subjects | Studies on Education |
Journal Section | Online First |
Authors | |
Publication Date | December 15, 2021 |
Submission Date | May 8, 2021 |
Published in Issue | Year 2021Volume: 6 Issue: 2 |
Dear Colleagues,
We are very pleased to announce that the latest issue of IHEAD (Vol. 9- Iss. 1) has been released. We kindly want to express our speacial thanks to the editorial board members, reviewers, and authors for their invaluable contribution to this issue. Also, we are delighted to announce that the next issue (Vol. 9- Iss. 2) of the IHEAD will be available online in December, 2024. As of January, 2024, IHEAD has been accepting submissions in English along with Turkish. Handling your papers within the scope education for the next issue will be a great pleasure for us. Many thanks in advance for your contributions.
Editorial Board
Ihlara Journal of Educational Research (IHEAD) by Education Faculty of Aksaray University is licensed under CC BY-NC-SA 4.0. To view a copy of this license,visit http://creativecommons.org/licenses/by-nc-sa/4.0/
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