Ortaokul Öğrenci̇leri̇ni̇n "Türkçe Dersi̇" Ve "Türkçe Öğretmeni̇"ne İli̇şki̇n Metaforla

Taşgin, Adnan

doi:10.7884/teke.4159

Cited by 12 publications

(5 citation statements)

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“…Araştırma sonucunda tarih öğretmeni için "aktarıcı ve depolayıcı" temalarının Yıldız'ın (2010) çalışması "tarih derslerindeki öğretim stili ile ilgili olarak öğrencilerin tamamına yakının derslerde öğretmen merkezli ve ezbere dayalı bir tarih öğretimi yapıldığını ifade etmeleri" sonucu ile benzerlik gösterdiği söylenebilir. Ayrıca farklı branşlardaki öğretmen kavramı ile ilgili yapılan metaforik çalışmalarda da (Saban, 2004;Kahya, 2018;Kıral, 2015;Taşgın, İleritürk, ve Erdoğan, 2018;Dinçel ve Yılmaz, 2018) bu çalışma sonucunda ortaya çıkan öğretmen ile ilgili temalar altındaki metaforlara (yol gösterici, aktarıcı, depolayıcı) benzer metaforlar üretildiği ve bu çalışma ile paralellik gösterdiği söylenebilir.…”

Section: Discussionunclassified

Metaphories Used by High School Students About the History Course and With Its Components

Akhan¹

2020

Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi

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ÖzAraştırmada lise öğrencilerinin tarih dersi ve bileşenleri ile ilgili algılarını metaforlar aracılığıyla ortaya koymak amaçlanmıştır. Bu amaç kapsamında araştırmanın çalışma grubunu, 2020-2021 eğitimöğretim yılında Antalya ili merkezinde bulunan MEB'e bağlı farklı liselerde öğrenim görmekte olan 23'ü kadın, 39'u erkek toplam 62 öğrenci oluşturmuştur. Araştırmada nitel araştırma yöntemlerinden, olgu bilim (fenomenoloji) deseni kullanılmıştır. Araştırmanın verileri araştırmacılar tarafından ilgili alan yazın ve uzman görüşü alınarak hazırlanan görüşme formu aracılığıyla toplanmıştır. Görüşme formu aracılığıyla toplanan veriler içerik analizi yönteminden yararlanılarak çözümlenmiştir. Araştırmada ulaşılan sonuçlar genel olarak değerlendirildiğinde ise, çalışma grubunu oluşturan lise öğrencilerinin tarih bilimine, tarih derslerine, tarih dersindeki sınıfa, tarih öğretmenine, tarih ders kitabına ve tarih atlasına yönelik olumlu bir algıya sahip olduklarını buna karşın tarih öğretimi konusunda öğretim sürecine ilişkin olumsuz bazı metaforlar ürettikleri sonuçlarına ulaşılmıştır. Bu sonuçlardan hareketle öğrenciler tarafından tarih dersinin sevildiği fakat dersin öğretim sürecinin sıkıcı ve zorlayıcı olduğu görülmüştür. Bu bakımdan bilginin kalıcılığını sağlaması, öğrencinin süreç içerisinde aktifleşmesi, derse olan ilgi ve isteğini arttırması için tarih dersi öğretim sürecinin çağdaş öğretim anlayışı doğrultusunda verilmesinin oldukça önemli olduğunu söylemek mümkündür.

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Section: Discussionunclassified

Metaphories Used by High School Students About the History Course and With Its Components

Akhan¹

2020

Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi

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“…Yenici grouped the metaphors under 17 categories and compared the results of the study with other metaphor studies on Turkish lesson. Taşgın et al (2018) conducted a metaphorical study to determine the perceptions of secondary school students about "Turkish lesson" and "Turkish teacher" and divided the metaphors about these concepts into 14 categories. In the study, it was observed that the most frequently produced metaphor for the concept of "Turkish teacher" was the "mother" metaphor, and the most frequently produced metaphor for the concept of "Turkish lesson" was the "sun" metaphor.…”

Section: Introductionmentioning

confidence: 99%

Middle School Students’ Metaphorical Perceptions of the Concept of Poetry

Kayman,

Elkatmis

2023

IJELS

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According to the Turkish Language Teaching Program prepared by the Ministry of National Education in Turkey, poetry texts should be included in Turkish textbooks taught in primary and secondary schools. Students encounter poetry texts in reading and writing activities in Turkish textbooks. It is thought that determining how students perceive the type of poetry they encounter in Turkish textbooks is important for Turkish education. The aim of this study is to determine the perceptions of secondary school students about the concept of poetry through metaphors. Since the study aims to determine the perceptions of secondary school students towards the concept of “poetry” and the meanings they attribute to these perceptions, phenomenology design, one of the qualitative research designs, was preferred. The study group consisted of 148 secondary school students studying in a public school. In order to determine the metaphorical perceptions of the participants about the concept of “poetry”, they completed the sentence, “Poetry is like … because …”. The data obtained were analyzed by content analysis method. At this stage, firstly, the invalid ones were eliminated from the data obtained and then these data were coded and divided into eight different categories. Afterwards, the information was presented descriptively in tables. As a result, it was determined that secondary school students’ metaphors related to the concept of “poetry” did not change and differentiate according to the grade level, and it was determined that all of the students attributed positive meanings to poetry. In addition, it was observed that the majority of the students tried to explain the concept of “poetry” with concrete metaphors and attributed very different meanings to “poetry” based on reasoned metaphors. In addition, it has been determined that most of the students see poetry as the interpreter of emotions and the source of life.

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“…Visual reading skills acquisition considerably contributes to Turkish lessons and Turkish teachers, as visual reading is one of the necessary learning skills, such as listening, speaking, reading, writing, and thinking (Güneş, 2013). In this sense, it is suggested to use images and visuals in addition to texts in Turkish lessons; students should be taught how to prepare graphics and tables, and the learning environment should be enriched with activities and practices to improve visual reading skills (Şimşek & Bakır, 2019;Taşgın, İleritürk & Köse, 2018). Hence, students develop logical reasoning skills and keep up with this age's requirements, which refers to the fulfillment of life-oriented education goals (Arı & Soylu, 2020).…”

Section: Introductionmentioning

confidence: 99%

8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items

BAKIR

ŞİMŞEK

2022

Journal of Education and Future

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In the 21st century, the primary goals of education systems are to educate individuals who can understand, perceive and interpret electronic graphics and symbols on the screens and who have advanced logical reasoning skills. Turkish lessons and teachers play essential roles in the acquisition of visual and digital literacy skills, which have become widespread in modern educational approaches. This study aimed to explore 8th-grade students’ performances in visual reading and logical reasoning tests by particular variables such as the monthly number of books they read, the daily number of Turkish tests, social media use, Turkish lesson performances, and the socioeconomic status. This non-experimental quantitative study used a correlational design to determine the relationships between variables. The sample consisted of 200 8th grade students from three public secondary schools in Palandöken, Erzurum. The study data were analyzed using descriptive statistics, the Mann-Whitney U test, and Spearman Correlation Analysis. The findings indicated no significant difference between the students’ scores from the achievement test and the monthly number of books, and the family's socioeconomic status. However, there was a significant relationship between achievement test scores and Turkish lesson performance, the daily number of Turkish test items, and social media use.

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Ortaokul Öğrenci̇leri̇ni̇n "Türkçe Dersi̇" Ve "Türkçe Öğretmeni̇"ne İli̇şki̇n Metaforla

Cited by 12 publications

References 0 publications

Metaphories Used by High School Students About the History Course and With Its Components

Metaphories Used by High School Students About the History Course and With Its Components

Middle School Students’ Metaphorical Perceptions of the Concept of Poetry

8th Grade Students’ Success in Visual Reading and Logical Reasoning Test Items

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