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

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