Öğretmen Adaylarının Bilgi Kavramına İlişkin Metaforik Algıları

Abstract

The aim of this study is to reveal the preservice teachers' mentalimage and perspective for "knowledge" concept by using metaphors. In this regard, the research questions were formulated as (1) "What are the preservice science and classroom teachers' metaphors about knowledge concept", (2) "What conceptual categories can be derived from these metaphorical images?" and (3) "How do these themes differ across participants' department type, class level and gender?" It is believed that knowing preservice teachers' perceptions about knowledge would provide benefit for educators who design, apply and conduct the process. Design & Methodology: The study is designed based on one of the qualitative research method named as phenomenology and analyzed with content analysis methods. The data on completing the expression "Knowledge… is like. Because …." was collected using 62 science teachers, 45 clasroom teachers total 107 preservice teachers on Education Faculty in 2016-2017 academic year, spring term, Inonu University. Findings: According to results, preservice teachers created 67 valid metaphor for "Knowledge". From the data obtained by preservice teachers, it is understood that mostly 'Water' metaphor (f=8) is used by the participants. The created metaphors were categorized considering their common properties. In the end of this process, these metaphors is divided into a total of nine categories. Preservice teachers mostly see knowledge as "a structure that is opened by effort" (f=25), "a dynamic structure" (f=22). The conceptual categories also differed in terms of gender, class levels and department type of preservice teachers. Implications & Suggestions: According to the result of the study it was found that preservice teachers' perceptions about "knowledge" concept was multifaceted and included differences. To conclude, metaphor could be employed as a powerful research tool in gaining insight into teachers' and students' reasoning about important concepts such as knowledge. Hence, in different levels of education, both teachers and students could be asked to provide their images of various educational concepts via metaphor.

Öğretmen Adaylarının Bilim ve Bilim İnsanı Kavramlarına İlişkin Algılarının Metafor Analizi Aracılığıyla İncelenmesi

“…"Bilim" ve "bilim insanı" kavramlarına ilişkin oluşturulan metaforlar arasında olumsuz bir metafora rastlanmamıştır. (Gürkan, Özgün ve Kahraman, 2017). Bu bağlamda ortaokul çağındaki bireyler için özellikle bilim ve bilim insanı kavramlarıyla direkt ilişkili görülen fen bilimleri öğretmenlerinin rolünün, ilkokulda ise sınıf öğretmenlerinin örtük ya da açık bir şekilde bilim ve bilim insanı kavramıyla ilgili ortaya koydukları bakış açısı, düşünce, inanç ve davranışlarının gelecek nesillerin şekillenmesinde etkili olduğu söylenebilir.…”

Öğretmen Adaylarinin Türk Eği̇ti̇m Poli̇ti̇kalarina Yöneli̇k Al-Gilarinin Metafor Araciliğiyla İncelenmesi̇

“…Veriler toplandıktan sonra verilen cevaplar incelenmiş ve bilgisayar ortamına aktarılarak ham veriler elde edilmiştir. Veriler birçok çalışmada da kullanılan (Gürkan, Özgün, Kahraman, 2017;Saban, 2008;Kalyoncu, 2012) 5 aşamalı tümevarımcı analiz yöntemi kullanılarak incelenmiştir. Kullanılan aşamalar; 1-Adlandırma, 2-Eleme, 3-Kategori geliştirme, 4-Geçerlik ve güvenirlik sağlama ve 5-Frekans hesaplanma ve veri yorumlama şeklindedir.…”