Preservice Science Teachers’ Metaphorical Perceptions Related to “Technology” Concept

Ilgım Özergun Köse; Betül Timur

Makale detayları

Preservice Science Teachers’ Metaphorical Perceptions Related to “Technology” Concept

Yazarlar:

Ilgım Özergun Köse | Betül Timur

Yayıncı:

Çanakkale Onsekiz Mart University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Eğitimde Kuram ve Uygulama Vol.20 Issue 2, pp.46-57

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001323036

pISSN:

1304-9496

Anahtar kelimeler:

Özet:

 How preservice science teachers perceive technology is significant because we cannot think science and technology separately. Using metaphors is one of the method helps to examine how a concept, technology in this contect, is perceive. A metaphor can be defined as the process of defining a less known concept by using a more known concept and explaining why it is defined that way. Accordingly, the aim of this study was to examine preservice science teachers metaphorical perceptions related to the technology concept. This study was conducted with 110 volunteer undergraduate preservice science teachers from a state university in Western Türkiye. As a methodology, phenomenology was selected from qualitative research. For data collection process, participants fill in the blanks: technology looks like .. because ... Data was analyzed by using content analysis. All collected data was categorized as positive N83, negativeN15, and neutralN12 in the first phase. Positive codes were found as useful, developing, changing, need, unlimited, helpful, valuable, source of information, facilitating, enlightening, widespreading and guiding. Negative codes were found as addictive, harmful, and endless. Lastly, neutral codes were found as balance and variability. According to the general findings of this study, preservice science teachers perceptions related to the technology was mostly positive. However, negative perceptions relied on addictiveness of technology can be harmful. Preservice science teachers neutral perceptions both expressed negative and positive sides of the technology. By considering the technology integration in education, it is thought that examining preservice science teachers metaphorical perceptions are important and more studies need for the future.

 How preservice science teachers perceive technology is significant because we cannot think science and technology separately. Using metaphors is one of the method helps to examine how a concept, technology in this contect, is perceive. A metaphor can be defined as the process of defining a less known concept by using a more known concept and explaining why it is defined that way. Accordingly, the aim of this study was to examine preservice science teachers metaphorical perceptions related to the technology concept. This study was conducted with 110 volunteer undergraduate preservice science teachers from a state university in Western Türkiye. As a methodology, phenomenology was selected from qualitative research. For data collection process, participants fill in the blanks: technology looks like .. because ... Data was analyzed by using content analysis. All collected data was categorized as positive N83, negativeN15, and neutralN12 in the first phase. Positive codes were found as useful, developing, changing, need, unlimited, helpful, valuable, source of information, facilitating, enlightening, widespreading and guiding. Negative codes were found as addictive, harmful, and endless. Lastly, neutral codes were found as balance and variability. According to the general findings of this study, preservice science teachers perceptions related to the technology was mostly positive. However, negative perceptions relied on addictiveness of technology can be harmful. Preservice science teachers neutral perceptions both expressed negative and positive sides of the technology. By considering the technology integration in education, it is thought that examining preservice science teachers metaphorical perceptions are important and more studies need for the future.

 How preservice science teachers perceive technology is significant because we cannot think science and technology separately. Using metaphors is one of the method helps to examine how a concept, technology in this contect, is perceive. A metaphor can be defined as the process of defining a less known concept by using a more known concept and explaining why it is defined that way. Accordingly, the aim of this study was to examine preservice science teachers metaphorical perceptions related to the technology concept. This study was conducted with 110 volunteer undergraduate preservice science teachers from a state university in Western Türkiye. As a methodology, phenomenology was selected from qualitative research. For data collection process, participants fill in the blanks: technology looks like .. because ... Data was analyzed by using content analysis. All collected data was categorized as positive N83, negativeN15, and neutralN12 in the first phase. Positive codes were found as useful, developing, changing, need, unlimited, helpful, valuable, source of information, facilitating, enlightening, widespreading and guiding. Negative codes were found as addictive, harmful, and endless. Lastly, neutral codes were found as balance and variability. According to the general findings of this study, preservice science teachers perceptions related to the technology was mostly positive. However, negative perceptions relied on addictiveness of technology can be harmful. Preservice science teachers neutral perceptions both expressed negative and positive sides of the technology. By considering the technology integration in education, it is thought that examining preservice science teachers metaphorical perceptions are important and more studies need for the future.

 Günümüzde fen bilgisi ve teknolojiyi birbirinden ayrı düşünemeyiz. Bu sebeple geleceğin fen bilgisi öğretmenlerin teknoloji ile ilgili algılarının incelenmesi önemlidir. Algılarının incelenme yöntemi olarak metaforlar kullanılmıştır. Metafor daha az bilinen bir kavramı bilinen bir kavramı kullanarak tanımlama ve neden bu şekilde tanımlandığını açıklama sürecidir. Bu sebeple bu araştırmada fen bilgisi öğretmen adaylarının teknoloji kavramına ilişkin metaforik algılarının belirlenmesi amaçlanmıştır. Çalışma Türkiyenin batı bölgesinde bir devlet üniversitende öğrenim görmekte olan fen bilgisi öğretmen adaylarıyla yürütülmüştür. Çalışmaya gönüllü olarak katılmak isteyen 1., 2., 3., ve 4. sınıf olmak üzere toplamda 119 fen bilgisi öğretmen adayı katılmıştır. Çalışmanın yöntemi olgubilim fenomenoloji seçilmiştir. Araştırmanın veri toplama sürecinde teknoloji kavramına yönelik metaforik algılarının belirlenmesi amacıyla teknoloji . gibidir, çünkü  ifadesini tamamlamaları istenmiştir. İfadede yer alan veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Analiz sonucunda ortaya çıkan 74 kavram, olumlu, olumsuz ve nötr metaforik algılar olarak kategorilere ayrılmıştır. Bu kavramların 56sı olumlu, 7si olumsuz ve 10u nötr olarak kategorileşmiştir. Daha sonra bu ayrılan kategorilerin kendi içerisinde kodları bulunmuştur. Olumlu kodlar yararlı, gelişen, değişen, ihtiyaç, sınırsız, yardımcı, değerli, bilgi kaynağı, kolaylaştıran, aydınlatan, yaygınlaştıran ve yön veren olarak kodlara ayrılmıştır. Olumsuz kodlar ise bağımlılık olarak kodlanmıştır. Nötr olan algılar ise hem iyi hem kötü olarak kodlanmıştır. Bu çalışmanın bulgularının geleceğin fen bilgisi öğretmen adaylarının teknolojiyle ilgili metaforik algılarını yansıttığı düşünülmektedir. Teknolojinin eğitimdeki önemi düşünüldüğünde, gelecekte de teknoloji kavramına yönelik metaforik algılarının incelenme çalışmalarının sürdürülmesinin önemli olduğu düşünülmektedir.

Makale detayları

Preservice Science Teachers’ Metaphorical Perceptions Related to “Technology” Concept

Yazarlar:

Ilgım Özergun Köse | Betül Timur

Yayıncı:

Çanakkale Onsekiz Mart University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Eğitimde Kuram ve Uygulama Vol.20 Issue 2, pp.46-57

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001323036

pISSN:

1304-9496

metaphorical perception

preservice science teachers

technologymetaforik algı

fen bilgisi öğretmen adayı

teknoloji

Sayı

Makale detayları

Preservice Science Teachers’ Metaphorical Perceptions Related to “Technology” Concept

Yazarlar: Ilgım Özergun Köse | Betül Timur

Yayıncı: Çanakkale Onsekiz Mart University

Ana Başlıklar: Fen Bilgisi Eğitimi

Dergi: Eğitimde Kuram ve Uygulama Vol.20 Issue 2, pp.46-57

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001323036

pISSN: 1304-9496

metaphorical perception

preservice science teachers

technologymetaforik algı

fen bilgisi öğretmen adayı

teknoloji

Sayı

Yazarlar:

Ilgım Özergun Köse | Betül Timur

Yayıncı:

Çanakkale Onsekiz Mart University

Ana Başlıklar:

Fen Bilgisi Eğitimi

Dergi:

Eğitimde Kuram ve Uygulama Vol.20 Issue 2, pp.46-57

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001323036

pISSN:

1304-9496