AI Summary & Key Takeaways
AI InsightAccording to the results obtained by the conducted analysis, it is found that by 153 instructor candidates 92 metaphors, which can be investigated in 9 categories, are created.
📌 3 Key Takeaways
Abstract
This study is conducted to reveal the metaphors which are owned by social studies instructor candidates. In the study, phenomenology pattern which is one of the qualitative research approaches. The study group of the research is constructed by using maximum variety sampling method, which is a subcategory of aimed sampling method. In order to reveal the instructor candidates’ metaphors about peace concept, the data collection tools, which are developed by researchers, are utilized. The content analysis is performed to the collected data. According to the results obtained by the conducted analysis, it is found that by 153 instructor candidates 92 metaphors, which can be investigated in 9 categories, are created. The name of these categories are “need, unity and cooperation, freedom, innocence, process that requires effort, a habitable environment, order, complicacy and perspective. The first 9 metaphors that are repeated by teacher candidates are as following: pigeon (10), water (9), brotherhood (7), peace (7), freedom (6), happiness (5), child (5), smile of child (4) and life (4). While the 93.47 percent of metaphors, which Teacher candidates relate to peace notion, are positive, 6.53 percent of these metaphors are negative. According to these findings, it can be noted that most of the teacher candidates have positive perception related to peace concept. Due to research findings, in concretization of the Peace concept instead of using one metaphor, using many different metaphors will contribute to the acquisition of this concept effectively. (5), child (5), smile of child (4), life (4) and World (4). 92 metaphors which are created by teacher candidates are investigated in 9 categories. Discussion and Conclusions: From the findings of the research, it can be said that instead of using single metaphor for explaining peace notion, using various different metaphors simplify to understand the peace, which is abstract concept. While the 93.47 percent of metaphors, which Teacher candidates relate to peace notion, are positive, 6.53 percent of these metaphors are negative. According to these findings, it can be noted that most of the teacher candidates have positive perception related to peace concept. There exist 16 metaphors in “needs” category which has the highest frequency (31). When we look at the metaphors in this category, we observe indispensible life elements such as water, air, sun, breath, love and medicine. Due to these findings, it can be argued peace concept reminds some teacher candidates of cognitive symbols which are required to maintain the human life such as water, air and sun. In unity and cooperation category which has highest frequency (29) after “needs”, there us 17 metaphors. When we examine the metaphors in this category, these reflect a synergy in which people are connected with honest ties such as brotherhood, friendship, relative, happiness and peace. As a result of these outcomes, it can be claimed that peace concept is perceived as indicator of unity and cooperation by some teacher candidates. After the unity and cooperation category, the third place is occupied by freedom category, which is constituted by 28 teacher candidates and there exist 13 metaphors. In this category, metaphors such as pigeon, sky, freedom and rainbow evoking a atmosphere in which difference between people is respected and people live together without conflicting. Consequently, peace concept reminds some teacher candidates of freedom. According to other findings obtained in the study, it is found that some of teacher candidates perceive peace concept as innocence, a process that requires effort, a habitable environment and order. In innocence category, teacher candidates create metaphors which evoke purity, clarity and happiness such as smile of a child, children, white rose and smile of a baby. In “process that requires effort" category, teacher candidates create metaphors reminding of laboring for a purpose such as mathematics problem, passed exam and brainbox. When we examine the explanations of these metaphors, it is clear that some teacher candidates perceive peace as a process which requires struggling against difficulties and laboring to achieve peace. In “a habitable environment” category, while happiness, peace and joy metaphors are used; in “order”category, metaphors evoking an order in which people can live together in harmony under some rules, such as bee hive and playing at families, are created. According to these two categories which have different frequencies, peace concept reminds some of teacher candidates of an atmosphere in which people can live together happily, for others it evokes an environment in which order reigns
Özet
Bu araştırma, sosyal bilgiler öğretmen adaylarının barış kavramına ilişkin sahip oldukları metaforları ortaya çıkarmak amacıyla yapılmıştır. Araştırmada nitel araştırma yaklaşımlarından biri olan "fenomenoloji" (olgubilim) deseni kullanılmıştır. Araştırmanın çalışma grubu, amaçlı örnekleme yönteminin bir alt türü olan maksimum çeşitlilik örnekleme tekniği kullanılarak oluşturulmuştur. Öğretmen adaylarının barış kavramına ilişkin sahip oldukları metaforların ortaya çıkarılabilmesi amacıyla araştırmacılar tarafından hazırlanan veri toplama aracı kullanılmıştır. Veri toplama aracının uygulamasından sonra elde edilen veriler üzerinde içerik analizi yapılmıştır. Yapılan analizlerden elde edilen sonuçlara göre, 153 öğretmen adayı tarafından dokuz kategori altında incelenebilecek toplam 92 metafor oluşturulduğu ortaya çıkmıştır. Elde edilen bu dokuz kategori: ihtiyaç, birlik ve beraberlik, özgürlük, masumiyet, emek isteyen bir süreç, yaşanılabilir bir ortam, düzen, güçlük, ve bakış açısı şeklinde isimlendirilmiştir. Araştırmada barış kavramına ilişkin en fazla tekrar edilen ilk dokuz metafor: güvercin (10), su (9), kardeşlik (7),huzur (7), özgürlük (6), mutluluk (5), çocuk (5), çocuğun gülümsemesi (4) ve yaşamdır (4)'tır. Öğretmen adaylarının barış kavramına ilişkin geliştirdikleri metaforların %93,47'si olumlu iken % 6,53 ise olumsuzdur. Bu bulgulara göre, öğretmen adaylarının çoğunun barış kavramına ilişkin sahip oldukları algının olumlu olduğu söylenebilir. Araştırmanın sonuçlarına dayanarak, barış kavramının somutlaştırılmasında tek bir metafor yerine birbirinden farklı pek çok metaforun kullanılması, bu kavramın etkili bir şekilde kazandırılmasına önemli katkılar sağlayacağı söylenebilir