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Journals / Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi / 2016 / Sayı: 40

High School Students' Metaphors about Geometry

Lise Öğrencilerinin Geometri Hakkında Oluşturdukları Metaforlar1

TUĞBA HORZUM
Goncagül YILDIRIM
Pages
357–374
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As a result of the data analysis, it was found that 49 different valid metaphors were developed by 166 high school students.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In this study, it is aimed to reveal the high school students' perceptions about the geometry.
📊
Key Findings & Data:For this, 166 high school students were asked to complete the question "Geometry is similar to..., because..." by writing what geometry means for the them and why.
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Conclusion & Impact:As a result of the data analysis, it was found that 49 different valid metaphors were developed by 166 high school students.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

In this study, it is aimed to reveal the high school students' perceptions about the geometry. For this, 166 high school students were asked to complete the question "Geometry is similar to..., because..." by writing what geometry means for the them and why. As a result of the data analysis, it was found that 49 different valid metaphors were developed by 166 high school students. These metaphors were grouped under 10 categories. In conclusion, it is determined that the majority of the participants have a positive or neutral perception and that about one-quarter of the participants have a negative perceptions about geometry. With the categories including positive or neutral connotations about geometry, the participants emphasized the aspects of geometry being an indicator of intelligence and mind, comprising the terms, figures and operations, being in the nature, having a part-whole relationship and having fun. Lastly, connotations about geometry, the participants emphasized the aspects of geometry being complex, difficult, boring and unlimited.

Özet

Bu çalışmada lise öğrencilerinin geometriye ilişkin algılarını ortaya çıkarmak amaçlanmıştır. Bunun için 166 lise öğrencisinden "Geometri .... ye/ya benzer, çünkü..." cümlesini tamamlamaları istenmiştir. Yapılan analizler sonunda 166 lise öğrencisinin oluşturduğu geçerli 49 farklı metafor ortaya çıkmıştır. Bu metaforlar 10 kategori altında gruplandırılmıştır. Sonuç olarak katılımcıların çoğunluğunun geometri hakkında olumlu veya nötr algılarının olduğu, yaklaşık dörtte birinin ise olumsuz algılara sahip oldukları tespit edilmiştir. Geometri hakkında olumlu veya nötr çağrışımları içeren kategoriler ile katılımcılar geometrinin zeka ve zihin göstergesi olma, terimleri şekilleri ve işlemleri içerme, doğada olma, parça-bütün ilişkisine sahip olma ve eğlenceli olma yönlerini vurgulamışlardır. Son olarak, olumsuz çağrışımları içeren kategoriler ile de geometrinin karmaşık, zor, sıkıcı ve sınırsız olma yönlerini vurgulamışlardır.

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Cite This Article

HORZUM, T., YILDIRIM, G. (2016). High School Students' Metaphors about Geometry. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, Sayı: 40, 357–374. https://ajindex.com/articles/276285

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