Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Tasarruf Değeri̇ne İli̇şki̇n Metafori̇k Algilari

Uzunöz, Abdulkadir; Aktepe, Vedat; Özağaçhanli, Zelal

doi:10.30783/nevsosbilen.659945

Cited by 4 publications

(3 citation statements)

References 13 publications

(7 reference statements)

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“…These findings align with similar results observed in studies examining the value of saving. For instance, Uzunöz et al (2020) discovered that pre-service social studies teachers frequently used metaphors such as piggy bank, money, water, tree, family, mother, minimum wage, faucet, state, raindrop, and time in their perceptions of saving. Similarly, Kıyançiçek (2020), in a study on elementary school students' metaphorical perceptions of the value of saving, found that the most common metaphors created by students included money, water, and recycling.…”

Section: Discussion Conclusion and Recommendationmentioning

confidence: 99%

“…For example,Aktepe et al (2020),Bolat (2020),Çakmak et al (2017),Çelik and Doğan-Kahtalı (2022),Kıyançiçek (2020),Şekerci and Doğan (2020),Ünalmış et al (2023),Yalçın and Güleç (2022) examined students' metaphorical perceptions in various disciplines. In addition, Dere (2019),Faiz and Karasu-Avcı (2019),Kartal and Ergün (2022),Öztaş (2020),Pürsün et al (2021),Seyhan (2019),Salur (2023),Torun and Şahin (2023),Uzunöz et al (2020),Yılar et al (…”

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confidence: 99%

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Secondary school students' metaphoric perceptions of values related to the concept of sustainable consumption

Duygu,

Ersoy

2024

JIRTE

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This study explores the acquisition of sustainable consumption behavior among secondary school students by investigating their perceptions of values such as responsibility, sensitivity, and saving within the Social Studies curriculum. The research employs an interpretive (hermeneutic) approach within qualitative research methods. The study involved 205 students enrolled in secondary schools in the Antalya province during the fall semester of the 2023-2024 academic year, selected through the convenience sampling method. To gather data, the researchers administered the "Metaphor Form for Sustainable Consumption Values of Secondary School Students." Through this form, students were prompted with three questions structured as "Responsibility / Sensitivity / Saving is similar to..." followed by "...Because..." The collected data underwent content analysis to discern students' perceptions. The study's findings indicate that students predominantly associated the value of responsibility with metaphors such as duty, homework, mother, life, and father. Likewise, the value of sensitivity was expressed through metaphors encompassing empathy, help, mothering, respect, love, and kindness. Additionally, the value of saving was predominantly associated with metaphors involving water, money, father, and piggy bank. However, a noteworthy observation emerged as students struggled to establish a connection or relationship between these values and the concept of sustainable consumption. In light of this, the study recommends incorporating the concept of sustainable consumption into the content of the social studies course, specifically emphasizing its relevance to the values of responsibility, sensitivity, and saving. This suggestion aims to enhance students' understanding and awareness of the interconnectedness between these values and sustainable consumption practices.

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Section: Discussion Conclusion and Recommendationmentioning

confidence: 99%

mentioning

confidence: 99%

Secondary school students' metaphoric perceptions of values related to the concept of sustainable consumption

Duygu,

Ersoy

2024

JIRTE

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“…Therefore, models and theories can be shaped by examining the perceptions of various target audiences towards the concepts, skills, and values used in educational processes through the metaphors they produce. Metaphor studies conducted on concepts such as social sciences, such as history (Candan & Öztaş, 2017;Er Tuna & Mazman-Budak, 2013;Kantekin, 2018), geography (Aydın, 2010;Çepni, 2013;Durmuş & Baş, 2016;Gökçe, 2016;Kantekin, 2018;Öztürk, 2007;Şahin & Kaya, 2016), social studies/course/teacher (Akça Berk, Gültekin, & Çençen, 2015;Akhan, Kılıçoğlu, & Gedik, 2014;Beldağ & Geçit, 2016;Çelikkaya & Yakar, 2015;Güven & Güven, 2009;Kantekin, 2018;Kuru & Pırnaz, 2020) and some values (Aktepe, Uzunöz, & Sarıçam, 2020;Çelikkaya & Seyhan, 2017;Demirkaya & Çal, 2018;Gömleksiz, Kan, & Öner, 2012;İnel, Urhan, & Ünal, 2018;Kılcan & Akbaba, 2013;Kılcan & Akbaba, 2014;Seyhan, 2020;Ulu Kalın & Koçoğlu, 2017;Uzunöz, Aktepe, & Özağaçhanlı, 2020) within the scope of social studies are important in terms of revealing how the nature of social studies is perceived by different target groups. Additionally, determining the perceptions about the skills in social studies through metaphors will also contribute to the evaluation of social studies in terms of skills.…”

Section: Figure 1 the Basic Communication Modelmentioning

confidence: 99%

Metaphorical Perceptions of Preservice Social Studies Teachers About the Communication Skills

Aydemir¹,

Çetin²

2022

IJPES

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The study aimed to determine the perceptions of preservice social studies teachers about communication; metaphors were employed to determine communication skill perceptions. In the study, a qualitative research method known as phenomenology design was employed. The study group included 127 preservice social studies teachers in various classes. In the study, metaphoric perceptions form was used to collect the data. The collected data were analysed with content analysis. The study findings demonstrated that preservice social studies teachers produced 36 valid metaphors in 7 different conceptual categories (a requirement, a nonverbal code system, a mutual process, a positive connotation, a unifying element, a dynamic phenomenon, communication as a method to reflect ideas). The total metaphor count and metaphor frequencies revealed that the highest number of metaphors was produced in the communications as a requirement category. The most repeated metaphor in this category was the requirement of water to sustain life. In this category, concepts such as blood, breathing, and oxygen, which are important for human life, were expressed as metaphors that represented communication skills.

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An Interdisciplinary Approach on Saving Culture in Elementary Curricula

ÇEKEN

KESİK

2021

Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Kazanımların disiplinlerarası bakışla ilişkilendirilmesi, son yıllarda öğretim programlarında önem verilen bir yaklaşım olarak yerini almıştır. Tasarruf, söz konusu ilişkilendirmelerin kritik bir örneği olarak, doğa ve sosyal bilimlerin farklı disiplinlerinin odağında yer alan bir kavramdır. Tasarruf kavramı, temel eğitim düzeyinde farklı eğitim ve öğretim programlarında yer alan, sosyal, kültürel ve ahlaki değerleri içeren programlar ile fen bilimleri eğitimi açısından önemli bir ders içeriğidir. Bu bakımdan ilgili kavramın farklı disiplinlerin odağında yer alan boyutunun disiplinlerarası bir bakış ile ele alınması gerekmektedir. Bu araştırmanın amacı temel eğitim düzeyi eğitim ve öğretim programları kazanımları ve açıklamalarında yer alan tasarruf kavramına odaklanarak içeriklerde nasıl yer aldığını incelemektir. Nitel çalışma anlayışına uygun olarak doküman analizi ile gerçekleştirilen araştırmada, tespit edilen veriler içerik analizi tekniği ile çözümlenmiştir. Araştırmanın sonucunda tasarruf kavramına, okul öncesinden 8. sınıf düzeyine kadar her kademedeki öğretim programında yer verildiği tespit edilmiştir. Ancak tasarruf kavramına yoğun olarak fen bilimleri dersi öğretim programında yer verildiği; okul öncesi, hayat bilgisi, sosyal bilgiler, matematik, teknoloji ve tasarım dersi programlarında oldukça sınırlı sayıda yer verildiği; Türkçe, din kültürü ve ahlak bilgisi, müzik, bilişim teknolojileri ve tasarım, temel dini bilgiler dersleri öğretim programlarında ise yer verilmediği belirlenmiştir. Sonuçlar, tasarruf kültürünün, program geliştirenler tarafından disiplinlerarası bir kavram olarak değerlendirildiğini; söz konusu ilişkilendirmelerin doğa ve sosyal bilimlere ait içerikleri odağına alan farklı disiplinleri ilgilendirdiğini ortaya koymaktadır. Bu nedenle tasarruf eğitiminin tek bir disiplinin odağında olacak şekilde ele alınmaması gerekmektedir. Okullarda gerçekleştirilen zümre öğretmenler toplantıları ile program geliştirme çalışmaları, bu bakış açısının uygulamaya konulabilmesi bakımından önemli bir hareket noktası olabilir.

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Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Tasarruf Değeri̇ne İli̇şki̇n Metafori̇k Algilari

Cited by 4 publications

References 13 publications

Secondary school students' metaphoric perceptions of values related to the concept of sustainable consumption

Secondary school students' metaphoric perceptions of values related to the concept of sustainable consumption

Metaphorical Perceptions of Preservice Social Studies Teachers About the Communication Skills

An Interdisciplinary Approach on Saving Culture in Elementary Curricula

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