The Metaphorical Perceptions of Secondary School Students in the Status of Residential, Seasonal Agricultural Worker, and Temporary Protection about Science

Merve Atahan; Sibel Saraçoğlu

Makale detayları

The Metaphorical Perceptions of Secondary School Students in the Status of Residential, Seasonal Agricultural Worker, and Temporary Protection about Science

Yazarlar:

Merve Atahan | Sibel Saraçoğlu

Yayıncı:

Gazi University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1427-1452

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301928

pISSN:

2459-1912

Anahtar kelimeler:

Özet:

 The aim of this study is to evaluate the perceptions of the students in the status of resident, seasonal agricultural worker, and temporary protection about the concept of science. Students perceptions of the concept of science were determined through metaphors. Phenomenology, one of the qualitative research methods, was used in the research. The study group of the research consists of a total of 278 secondary school students including 152 resident, 92 seasonal agricultural workers, and 34 with the temporary protection status, studying at three different public schools in the Eyyübiye district of Şanlıurfa in the 2021-2022 academic year. The metaphorical perceptions of the students about the concept of science were determined by using the metaphor form. The data obtained in the study were analyzed with content analysis. The metaphors produced by the students for the concept of science were grouped under 16 categories for resident students, 13 for seasonal agricultural worker students, and 9 for students with temporary protection status. The common categories of all three student groups are need, affective, comprehensive, learning resource and enlightening. In addition, the common categories of resident and seasonal agricultural worker students are information source, awareness, helper, guide, heater, and experimental while the common categories of resident and students with temporary protection status are environmental and mathematical. According to the findings obtained from the study, the categories of uncertainty, relational and open to development for resident students, the category of facilitator for seasonal agricultural worker students, and the category of complexity for students with temporary protection status are specific to the relevant groups. For an effective science education, it is recommended to consider the differences in students perceptions of the concept of science.

 The aim of this study is to evaluate the perceptions of the students in the status of resident, seasonal agricultural worker, and temporary protection about the concept of science. Students perceptions of the concept of science were determined through metaphors. Phenomenology, one of the qualitative research methods, was used in the research. The study group of the research consists of a total of 278 secondary school students including 152 resident, 92 seasonal agricultural workers, and 34 with the temporary protection status, studying at three different public schools in the Eyyübiye district of Şanlıurfa in the 2021-2022 academic year. The metaphorical perceptions of the students about the concept of science were determined by using the metaphor form. The data obtained in the study were analyzed with content analysis. The metaphors produced by the students for the concept of science were grouped under 16 categories for resident students, 13 for seasonal agricultural worker students, and 9 for students with temporary protection status. The common categories of all three student groups are need, affective, comprehensive, learning resource and enlightening. In addition, the common categories of resident and seasonal agricultural worker students are information source, awareness, helper, guide, heater, and experimental while the common categories of resident and students with temporary protection status are environmental and mathematical. According to the findings obtained from the study, the categories of uncertainty, relational and open to development for resident students, the category of facilitator for seasonal agricultural worker students, and the category of complexity for students with temporary protection status are specific to the relevant groups. For an effective science education, it is recommended to consider the differences in students perceptions of the concept of science.

 The aim of this study is to evaluate the perceptions of the students in the status of resident, seasonal agricultural worker, and temporary protection about the concept of science. Students perceptions of the concept of science were determined through metaphors. Phenomenology, one of the qualitative research methods, was used in the research. The study group of the research consists of a total of 278 secondary school students including 152 resident, 92 seasonal agricultural workers, and 34 with the temporary protection status, studying at three different public schools in the Eyyübiye district of Şanlıurfa in the 2021-2022 academic year. The metaphorical perceptions of the students about the concept of science were determined by using the metaphor form. The data obtained in the study were analyzed with content analysis. The metaphors produced by the students for the concept of science were grouped under 16 categories for resident students, 13 for seasonal agricultural worker students, and 9 for students with temporary protection status. The common categories of all three student groups are need, affective, comprehensive, learning resource and enlightening. In addition, the common categories of resident and seasonal agricultural worker students are information source, awareness, helper, guide, heater, and experimental while the common categories of resident and students with temporary protection status are environmental and mathematical. According to the findings obtained from the study, the categories of uncertainty, relational and open to development for resident students, the category of facilitator for seasonal agricultural worker students, and the category of complexity for students with temporary protection status are specific to the relevant groups. For an effective science education, it is recommended to consider the differences in students perceptions of the concept of science.

 Bu çalışmanın amacı yerleşik, mevsimlik tarım işçisi ve geçici koruma statüsündeki öğrencilerin fen bilimleri kavramına yönelik algılarının değerlendirilmesidir. Öğrencilerin fen bilimleri kavramına yönelik algıları metaforlar aracılığıyla tespit edilmiştir. Araştırmada nitel araştırma yöntemi desenlerinden olgu bilim kullanılmıştır. Araştırmanın çalışma grubu, 2021-2022 eğitim-öğretim yılında Şanlıurfa ilinin Eyyübiye ilçesindeki üç farklı devlet okulunda öğrenim gören 152 yerleşik, 92 mevsimlik tarım işçisi ve 34 geçici koruma statüsündeki öğrenci olmak üzere toplam 278 ortaokul öğrencisinden oluşmaktadır. Öğrencilerin fen bilimleri kavramına yönelik metaforik algıları, metafor formu kullanılarak belirlenmiştir. Veriler içerik analizi ile analiz edilmiştir. Öğrencilerin fen bilimleri kavramına yönelik ürettikleri metaforlar, yerleşik öğrencilerde 16, mevsimlik tarım işçisi öğrencilerde 13, geçici koruma statüsündeki öğrencilerde 9 kategori altında toplanmıştır. Her üç öğrenci grubunda ortak olan kategoriler; ihtiyaç, duyuşsal, geniş kapsamlı, öğrenme kaynağı ve aydınlatıcı kategorileridir. Bu kategorilerin yanı sıra, yerleşik ve mevsimlik tarım işçisi ortaokul öğrencilerinde ortak olan kategoriler bilgi kaynağı, farkındalık, yardımcı, yol gösterici, ısıtıcı ve deneysel iken yerleşik ve geçici koruma statüsündeki öğrenciler için ortak olan kategoriler çevresel ve matematikseldir. Çalışmadan elde edilen bulgulara göre; yerleşik öğrenciler için belirsizlik, ilişkisel ve gelişime açık, mevsimlik tarım işçisi öğrenciler için kolaylaştırıcı ve geçici koruma statüsündeki öğrenciler için karmaşıklık ilgili gruplar için özgün olan kategorilerilerdir. Etkili bir fen eğitimi için, öğrencilerin fen bilimleri kavramına yönelik algılarındaki farklılıkların göz önünde bulundurulması önerilmektedir.

Makale detayları

The Metaphorical Perceptions of Secondary School Students in the Status of Residential, Seasonal Agricultural Worker, and Temporary Protection about Science

Yazarlar:

Merve Atahan | Sibel Saraçoğlu

Yayıncı:

Gazi University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1427-1452

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301928

pISSN:

2459-1912

Science

Metaphor

Temporary protection status

Seasonal agricultural workerFen bilimleri

Metafor

Geçici koruma statüsü

Mevsimlik tarım işçisi

Sayı

Makale detayları

Yazarlar: Merve Atahan | Sibel Saraçoğlu

Yayıncı: Gazi University

Ana Başlıklar: Alan Eğitimleri (Diğer)

Dergi: Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1427-1452

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001301928

pISSN: 2459-1912

Sayı

Yazarlar:

Merve Atahan | Sibel Saraçoğlu

Yayıncı:

Gazi University

Ana Başlıklar:

Alan Eğitimleri (Diğer)

Dergi:

Türk Eğitim Bilimleri Dergisi Vol.21 Issue 3, pp.1427-1452

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001301928

pISSN:

2459-1912