THE COGNITIVE STRUCTURES AND METAPHORICAL PERCEPTIONS OF 9TH GRADE STUDENTS FOR THE CONCEPT OF ADAPTATION

Havva Yaman; Şeyma Nur Bekar; Mustafa Ürey

Makale detayları

THE COGNITIVE STRUCTURES AND METAPHORICAL PERCEPTIONS OF 9TH GRADE STUDENTS FOR THE CONCEPT OF ADAPTATION

Yazarlar:

Havva Yaman | Şeyma Nur Bekar | Mustafa Ürey

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Trakya Eğitim Dergisi Vol.13 Issue 3, pp.1708-1723

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001298867

pISSN:

2630-6301

Anahtar kelimeler:

Özet:

 Understanding the concept of evolution requires understanding the concept of adaptation. Students need to have a meaningful understanding of adaptation before they can comprehend the concept of evolution. Determining how students perceive the concept of adaptation in their minds is crucial for this reason. The purpose of this study is to investigate 9th grade students cognitive structures and metaphorical perceptions of the main concept of adaptation. The survey method, one of the quantitative research techniques, was used to conduct the study. The study group is composed of 109 high school students in Trabzon who are participated in the 9th grade. Metaphors, the drawing-writing technique, and the word association test WAT were used to obtain data. The gathered data were analyzed using descriptive analysis. According to the WATs findings, the concept harmony was used 86 times in total, and at this point, no further response words were created. Additionally, the conclusions derived from the students drawings exhibit parallelism with the WAT results. After the metaphor of harmony, students frequently used the metaphor of the chameleon to convey the concept of adaptation. The majority of students cognitive structures were seen to be poor because they lacked instances of adaptation. In light of the studys conclusions, it is recommended that, in order to enhance students cognitive structures, the concept of adaptation in various contexts be incorporated in textbooks.

 Understanding the concept of evolution requires understanding the concept of adaptation. Students need to have a meaningful understanding of adaptation before they can comprehend the concept of evolution. Determining how students perceive the concept of adaptation in their minds is crucial for this reason. The purpose of this study is to investigate 9th grade students cognitive structures and metaphorical perceptions of the main concept of adaptation. The survey method, one of the quantitative research techniques, was used to conduct the study. The study group is composed of 109 high school students in Trabzon who are participated in the 9th grade. Metaphors, the drawing-writing technique, and the word association test WAT were used to obtain data. The gathered data were analyzed using descriptive analysis. According to the WATs findings, the concept harmony was used 86 times in total, and at this point, no further response words were created. Additionally, the conclusions derived from the students drawings exhibit parallelism with the WAT results. After the metaphor of harmony, students frequently used the metaphor of the chameleon to convey the concept of adaptation. The majority of students cognitive structures were seen to be poor because they lacked instances of adaptation. In light of the studys conclusions, it is recommended that, in order to enhance students cognitive structures, the concept of adaptation in various contexts be incorporated in textbooks.

 Understanding the concept of evolution requires understanding the concept of adaptation. Students need to have a meaningful understanding of adaptation before they can comprehend the concept of evolution. Determining how students perceive the concept of adaptation in their minds is crucial for this reason. The purpose of this study is to investigate 9th grade students cognitive structures and metaphorical perceptions of the main concept of adaptation. The survey method, one of the quantitative research techniques, was used to conduct the study. The study group is composed of 109 high school students in Trabzon who are participated in the 9th grade. Metaphors, the drawing-writing technique, and the word association test WAT were used to obtain data. The gathered data were analyzed using descriptive analysis. According to the WATs findings, the concept harmony was used 86 times in total, and at this point, no further response words were created. Additionally, the conclusions derived from the students drawings exhibit parallelism with the WAT results. After the metaphor of harmony, students frequently used the metaphor of the chameleon to convey the concept of adaptation. The majority of students cognitive structures were seen to be poor because they lacked instances of adaptation. In light of the studys conclusions, it is recommended that, in order to enhance students cognitive structures, the concept of adaptation in various contexts be incorporated in textbooks.

 Adaptasyon kavramı evrim kavramını anlamanın temelini oluşturmaktadır. Evrim kavramının anlaşılabilmesi için adaptasyon kavramı öğrenciler için anlamlı hale gelmelidir. Bu nedenle öğrencilerin adaptasyon kavramını zihinlerinde nasıl anlamlandırdığını tespit etmek oldukça önemlidir. Bu çalışmanın amacı 9. Sınıf öğrencilerinin adaptasyon anahtar kavramına yönelik bilişsel yapılarının ve metaforik algılarının incelenmesidir. Bu bağlamda çalışma nicel araştırma yöntemlerinden biri olan tarama yöntemi çerçevesinde yürütülmüştür. Çalışma grubunu Trabzon ilinde 9.sınıfta öğrenim gören 109 lise öğrencisi oluşturmaktadır. Veri toplama aracı olarak kelime ilişkilendirme testi KİT, çizme-yazma tekniği ve metaforlar kullanılmıştır. Elde edilen verilerin analizinde betimsel analizden faydalanılmıştır. KİT sonuçlarına göre en fazla tekrar eden uyum kelimesi 86 kez tekrar edilmiş ve bu kesme noktasında başka bir cevap kelime üretilmemiştir. Bunun yanı sıra, öğrencilerin çizimlerinden elde edilen bulgular KİTten elde edilen bulgularla paralellik göstermektedir. Ayrıca öğrenciler adaptasyon kavramını uyum metaforundan sonra en çok bukalemun metaforu ile açıklamışlardır. Çoğu öğrencinin bilişsel yapısında adaptasyona ait örneklerin yer almaması zayıf bilişsel yapıya sahip oldukları şeklinde yorumlanmıştır. Araştırma sonuçları dikkate alındığında ders kitaplarında öğrencilerin bilişsel yapılarını destekleyecek şekilde, farklı bağlamlar içerisinde adaptasyon kavramına yer verilmesi önerilmektedir.

Makale detayları

THE COGNITIVE STRUCTURES AND METAPHORICAL PERCEPTIONS OF 9TH GRADE STUDENTS FOR THE CONCEPT OF ADAPTATION

Yazarlar:

Havva Yaman | Şeyma Nur Bekar | Mustafa Ürey

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Trakya Eğitim Dergisi Vol.13 Issue 3, pp.1708-1723

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001298867

pISSN:

2630-6301

Adaptation

cognitive structure

metaphorical perception

secondary school studentsAdaptasyon

bilişsel yapı

metaforik algı

ortaöğretim öğrencileri

Sayı

Makale detayları

Yazarlar: Havva Yaman | Şeyma Nur Bekar | Mustafa Ürey

Yayıncı: Trakya University

Ana Başlıklar: Eğitim Üzerine Çalışmalar

Dergi: Trakya Eğitim Dergisi Vol.13 Issue 3, pp.1708-1723

Belge Tipi: Makale

Yayın Tarihi: 9/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001298867

pISSN: 2630-6301

Sayı

Yazarlar:

Havva Yaman | Şeyma Nur Bekar | Mustafa Ürey

Yayıncı:

Trakya University

Ana Başlıklar:

Eğitim Üzerine Çalışmalar

Dergi:

Trakya Eğitim Dergisi Vol.13 Issue 3, pp.1708-1723

Belge Tipi:

Makale

Yayın Tarihi:

9/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001298867

pISSN:

2630-6301