The purpose of this study is to determine how the phenomenon of distance education is perceived by school administrators and teachers through metaphors. Phenomenological design, one of the qualitative research methods, was used in the study. The easily accessible situation sampling technique was used to determine the study group of the study. 179 school administrators and teachers working in Bingol province voluntarily participated in the study in the 2020-2021 academic year. In the research, the form containing the metaphor sentence and personal information was prepared in Google form and sent to the participants via tools such as e-mail, What Sapp, and Facebook. Participants were asked to complete the metaphor sentence. The "content analysis" technique was used in the analysis of the data obtained in the study. As a result of the study, when the contents of the metaphors created by male and female participants for the concept of distance education were examined, it was concluded that distance education was an inadequate, ineffective, and non-interactive form of education. Considering the sample explanations of the categories, it is seen that most of them have negative qualities. Looking at the findings, it can be said that there is no significant difference in terms of gender among the metaphors in which the participants expressed their perceptions about distance education. It is recommended that policy developers primarily focus on the issues involving negative metaphors and make improvements by developing new practices on these issues.

Bu araştırmanın amacı, Fen Edebiyat Fakültesi öğrencilerinin bilim kavramı hakkındaki algılarını metaforlar aracılığı ile nasıl kavramsallaştırdıklarını ortaya koymaktır. Araştırmada nitel araştırma yaklaşımlarından olgubilim deseni kullanılmıştır. Araştırmanın çalışma grubunun belirlenmesinde amaçlı örnekleme yöntemlerinden ölçüt örnekleme tekniği kullanılmıştır. Ölçüt örnekleme tekniğinde katılımcıların seçilmesinde genel olarak araştırma konusu ile derin ilişkisi olan bireylerden yararlanılmaktadır. Bu doğrultuda, araştırma konusu ile ilgili bilgi sahibi olan ve bilimsel araştırmalara daha yakın olan son sınıf öğrencilerinin yer aldığı bir çalışma grubu belirlenmiştir. Araştırma için belirlenen çalışma grubunda, Bingöl Üniversitesi Fen Edebiyat Fakültesi, çeşitli bölümlerinin son sınıfında, 2019-2020 eğitim-öğretim yılında öğrenim gören toplam 513 öğrenci yer almıştır. Metafor cümlesi, öğrencilere online ortamda (Mail, WhatsApp, Facebook, İnstagram) gönderilmiş ve tamamlamaları istenmiştir. Çalışmada elde edilen verilerin analizinde, içerik analizinden yararlanılmıştır. Araştırma sonucunda, Fen Edebiyat Fakültesi öğrencileri "bilim" kavramı ile ilgili birbirinden farklı 255 metafor üretmiştir. Öğrencilerin ortaya çıkardığı bu metaforlar benzer yönleri göz önüne alınarak kategorileştirilmiştir. Fen Edebiyat Fakültesi öğrencilerinin oluşturduğu metaforlar, benzerlik durumlarına göre kategorileştirildiğinde 39 ayrı kategori ortaya çıkmıştır. Bu kategoriler ayrıca dokuz farklı tema altında Demirbilek, N., & Atila, F. (2021). Fen edebiyat fakültesi öğrencilerinin bilim kavramına ilişkin metaforik algıları. 415-430. 416 toplanmıştır. Araştırma sonucunda, öğrenciler tarafından en çok metaforun "aydınlatıcı olması" kategorisinde üretildiği görülmüştür (f=81). Araştırmada Fen Edebiyat Fakültesi öğrencilerinin, pandemi koşullarından dolayı bilimin umut kaynağı olarak görülme düzeyi algısının arttığı sonucuna varılmıştır.

The aim of this study is to reveal how university students conceptualize their perceptions of social justice. 393 university students were included as the sample of the research. An interview form was sent to the students online. The content analysis technique was used in the analysis of the data. As results, it was stated that every student is equal, opportunities are provided equally, there is no discrimination, social activities are equally benefited, every student is given the same rights, interests and needs are cared for, and every student is treated fairly. They expressed as the most unjust incidents are "necessity of distance education due to the Covid-19 pandemic," "getting unworthy points," "discrimination," "lack of justice in scoring," "unfair scholarship distribution" and "no course exemption." In addition, since it is not in the literature, a scale can be developed regarding the social justice perception levels of students studying in higher education.

The aim of the study is to determine how university students conceptualize and perceive the concept of cyberloafing through metaphors. In the study, phenomenological pattern, one of the qualitative research methods, was used, and the easily accessible technique was used in the selection of the study group. 372 students studying at Muş Alparslan University in the 2020-2021 academic year were included in the research. The metaphor sentence was sent online to university students. The "content analysis" technique was used to analyze the data. In the study, the themes created by the metaphors produced by the university students in terms of frequency; "cyberloafing as a harmful thing", "cyberloafing as an escape route", "cyberloafing as an addictive thing", "cyberloafing as a fun and relaxing thing", "cyberloafing as useful thing", "cyberloafing as something useless", "cyberloafing as something to be done with caution"; It has been determined that it is grouped under 7 themes.

The aim of this study is to reveal how university students conceptualize their perceptions of social justice. 393 university students were included as the sample of the research. An interview form was sent to the students online. The content analysis technique was used in the analysis of the data. As results, it was stated that every student is equal, opportunities are provided equally, there is no discrimination, social activities are equally benefited, every student is given the same rights, interests and needs are cared for, and every student is treated fairly. They expressed as the most unjust incidents are "necessity of distance education due to the Covid-19 pandemic," "getting unworthy points," "discrimination," "lack of justice in scoring," "unfair scholarship distribution" and "no course exemption." In addition, since it is not in the literature, a scale can be developed regarding the social justice perception levels of students studying in higher education.