Fen Edebi̇yat Fakültesi̇ Öğrenci̇leri̇ni̇n Bi̇li̇m Kavramina İli̇şki̇n Metafori̇k Algilari

Demirbilek, Nesip; Atila, Fulya

doi:10.33418/ataunikkefd.835347

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…These results align with similar findings in the literature, reflecting positive attitudes towards technology. In a study conducted by Demirbilek and Atila (2021) aiming to determine students' perceptions of the technology concept, it was observed that students generally held a positive view of technology. The study highlighted that students perceived technology as a useful entity and the least rapidly spreading phenomenon.…”

Section: Discussionmentioning

confidence: 99%

“…Among the 255 different metaphors created by teacher candidates, the most commonly used metaphors related to science were identified as "Light," "Sun," "Water," "Ocean," "Human," and "World." In the study by Demirbilek and Atila (2021), it was found that middle school students developed 162 different metaphorical perceptions and mostly had positive thoughts about science. The most developed metaphors in this study were "Experiment" and "Invention."…”

Section: Discussionmentioning

confidence: 99%

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Metaphorical Perceptions of Teachers Regarding Technology-enhanced Social Studies Instruction

Pala

2023

IJELS

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This study aims to identify the metaphors created by social studies teachers for technology-supported instruction in social studies education. The study is conducted using the qualitative research design of “phenomenology”. The study group consists of a purposive sample of 156 social studies teachers working in schools affiliated with the Ministry of National Education in different regions of Turkey. The metaphors of social studies teachers regarding the use of technology in social studies education were collected through an online survey form. To reveal teachers’ metaphors for technology-supported instruction in social studies education, statements such as “According to me, technology-supported instruction in social studies education is like. because.” were used. Content analysis was used for data analysis in the research. Social studies teachers produced 50 metaphors related to technology use. These metaphors were categorized based on their common characteristics. The metaphors created by social studies teachers were visualized using figures and tables, categorized, and explained with quotations from participants’ justifications. The most frequently used category of metaphors related to technology-supported instruction in social studies education is the technology category, with 19 metaphors. It was concluded that social studies teachers generally have positive perceptions regarding technology-supported instruction.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Metaphorical Perceptions of Teachers Regarding Technology-enhanced Social Studies Instruction

Pala

2023

IJELS

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“…Üstelik metafor geliştirmek ve kullanmak hem analizi yapan kişi hem de okuyucu için eğlenceli olabilir. Bu nedenledir ki son yıllarda ülkemizde de akademik çalışmalar içinde birçok konu metaforların kullanılmasıyla ele alınmaktadır (Saban, 2002;Bozpolat, 2016;Kılcan, Akbaba ve Gülbudak, 2017;Şahin-Kalyon ve Aksoy, 2017;Büyükalan ve Yaylacı, 2018;Şahin, 2018;Özevin ve Kaya, 2019;Ulusoy, 2020;Demirbilek ve Atila, 2021;Saylık, Saylık ve Sağlam, 2021).…”

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The analysis of the perception of prospective music teachers on musical dictation through methaphors

Canakay

2021

HumanSciences

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The field of musical hearing education is among the most significant areas due to its importance in prospective music teachers’ learning experiences. This is because musical hearing has an effect the success on all other areas of musical education. It is important to determine the prospective music teachers’ evaluation on studies of dictation writing for its direct effect on many courses in their occupational training and musical development. There are studies working on different perceptions on different concepts of individuals by using metaphors in the context of educational sciences and in different levels of education. In literature review, it is found out that less research made, which are using metaphors as data collection tool in music education field than the other education fields. For that reason, in this research it is deem suitable to get benefit from using metaphors of prospective music teachers’ perceptions on musical dictation writing. The working group of this research consists of 93 students which are studying Dokuz Eylul University Buca Faculty of Education Music Education Department in the 2018-2019 educational year. The data of this research has been collected with a fill in the blanks form like “dictation writing is like ....…. Because …… ”. Data collected analyzed by using content analysis. In the content analysis stage, 11 data excluded. Finding results shows that 82 prospective music teachers have produced 70 metaphors on dictation writing. Prospective music teachers produced metaphors on dictation writing categorized in 9, which are (19,51%) giving happiness, (19,51%) needs attention, (13,41%) analysis, (9,76%) caused mixed emotions, (8,54%) concreting, (8,54%) difficulty, (8,54%) needs effort, (7,32%) developing, and (4,88%) troublesome. It is found out that prospective teachers used metaphors like puzzle / crossword / puzzle solving (f=12), playing strategy game on computer (f=4) and solving math problems (f=4). Abstract Müziksel işitme eğitimi, müzik öğretmeni adaylarının öğrenim yaşantılarında önem derecesine göre ilk sıralarda yer alabilecek bir alandır. Çünkü müziksel işitme, müzik eğitiminin diğer tüm alanlarında başarıyı etkileyebilecek bir yere sahiptir. Mesleki eğitimlerinde aldıkları birçok derse etki etmesi ve müziksel gelişimlerini doğrudan etkilemesi sebebiyle müzik öğretmeni adaylarının müziksel işitme becerilerinin geliştirilmesinde büyük yer tutan dikte yazma çalışmalarını nasıl değerlendirdiklerinin belirlenmesi önem arz etmektedir. Eğitim bilimleri disiplini çerçevesinde eğitimin çeşitli kademelerinde bireylerin çeşitli kavramlara yönelik algılarının metaforlar aracılığıyla incelendiği çalışmalara rastlanmaktadır. Gerçekleştirilen literatür taramasında müzik eğitimi alanında metaforların veri toplama aracı olarak kullanıldığı araştırmaların sayısının, eğitimin diğer alanlarına göre daha az olduğu görülmüştür. Bu sebeple bu araştırmada müzik öğretmeni adaylarının müziksel dikte yazmaya yönelik algılarının belirlenmesinde metaforlardan faydalanılması uygun görülmüştür. Bu araştırmanın çalışma grubunu 2018-2019 öğretim yılında Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Müzik Eğitimi Anabilim Dalı’nda öğrenim gören 93 öğrenci oluşturmaktadır. Araştırmanın verileri “dikte yazmak ....… gibidir. Çünkü …… ” şeklinde boşluklar bırakılmış bir form ile toplanmıştır. Toplanan verilerin çözümlenmesinde içerik analizinden faydalanılmıştır. Analiz aşamasında 11 veri kapsam dışında bırakılmıştır. Araştırma sonuçları 82 müzik öğretmeni adayının dikte yazmaya ilişkin toplam 70 metafor ürettiğini göstermektedir. Müzik öğretmeni adaylarının dikte yazmaya ilişkin ürettikleri metaforlar mutluluk veren (%19,51), dikkat gerektiren (%19,51), çözümleme (%13,41), karışık duygulara yol açan (%9,76), somutlaştırma (%8,54), zorluk (%8,54), emek ve çaba isteyen (%8,54), gelişim sağlayan (%7,32), sıkıntı veren (%4,88) olmak üzere toplam 9 kategoride toplanmıştır. Öğretmen adaylarının en sık bilmece/bulmaca/bulmaca çözmek (f=12), bilgisayarda strateji oyunu oynamak (f=4) ve matematik problemi çözmek (f=4) metaforlarını kullandıkları görülmektedir.

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Metaphorical Perceptions of Conservatory Students on Folk Music

Çelik

DEMİREL

2023

Elektronik Sosyal Bilimler Dergisi

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Metaphors are frequently used expressions in music and are essential for determining people's perceptions of music. Therefore, this study aims to identify and analyze conservatory students' perceptions of folk music as a study in which the concepts of metaphor and music come together. The study group for the data consists of 82 conservatory students studying at Dicle University in the 2021-2022 academic year. The researchers collected data on conservatory students' perceptions of folk music using the phenomenological analysis method. These data were then interpreted through content analysis. According to the study results, the most common metaphors of participants’ perceptions of folk music were life, past, history, Anatolia, sadness, mother's lap, and nightingale. In this context, conservatory students' folk music metaphors were grouped under 12 different categories such as tool, guide, belonging, pleasure, need, cultural transfer tool, reflection, closeness, serenity, diversity, abstraction and concretization. Conservatory students' folk music metaphors differ from each other to a certain extent. These findings contribute to determine conservatory students' perceptions of folk music and providing better music education. Different perceptions can help music students evaluate folk music diverse perspective and better understand cultural heritage. This may lead to positive results regarding folk music education.

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Fen Edebi̇yat Fakültesi̇ Öğrenci̇leri̇ni̇n Bi̇li̇m Kavramina İli̇şki̇n Metafori̇k Algilari

Cited by 4 publications

References 8 publications

Metaphorical Perceptions of Teachers Regarding Technology-enhanced Social Studies Instruction

Metaphorical Perceptions of Teachers Regarding Technology-enhanced Social Studies Instruction

The analysis of the perception of prospective music teachers on musical dictation through methaphors

Metaphorical Perceptions of Conservatory Students on Folk Music

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