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Bu araştırmada, fen bilgisi öğretmen adaylarının “proje” kavramına ilişkin algılarını metaforlar aracılığıyla belirlemek amaçlanmıştır. Araştırmada, nitel araştırma yöntemi desenlerinden fenomenoloji deseni kullanılmıştır. Araştırmanın çalışma grubunu 2018-2019 eğitim öğretim döneminde bir devlet üniversitesinde 1. 2. 3. ve 4. sınıfta öğrenim gören 196 fen bilgisi öğretmen adayı oluşturmaktadır. Veriler, öğretmen adaylarının “Proje …gibidir. Çünkü…” ifadelerine verdikleri cevaplara göre toplanmıştır. Verilerin analizinde içerik analizi kullanılmıştır. İçerik analizi sonucu elde edilen metaforlar kategoriler şeklinde ifade edilmiştir. Bu kapsamda toplam on kavramsal kategori oluşturulmuştur. Bu kategoriler; “Üreten ve yol gösteren”, “Çaba gösterme”, “Hayatı kolaylaştırma”, “Çözüm üretme”, “Süreç”, “Tasarım”, “Mutluluk kaynağı”, “Öğrenmeye yardımcı”, “Gereksiz/faydasız”, ve “İhtiyaç” şeklindedir. Öğretmen adaylarının proje kavramına yönelik ürettikleri metaforların en çok “Süreç” (%23.46) kavramsal kategorisi altında yer aldığı tespit edilmiştir. Bu kategori altında yer alan metaforlar incelendiğinde öğretmen adaylarının, projenin belli bir süreç içerdiğini ve bu süreç iyi yönetildiğinde bir çok fayda sağladığını metafor formunun gerekçe kısmında ifade ettikleri görülmüştür. Bununla birlikte 1. ve 2. sınıf öğretmen adayları “Süreç”, 3. sınıf öğretmen adayları “Çaba gösterme” ve 4. sınıf öğretmen adayları ise “Üreten ve yol gösteren” kategorisi altında daha çok metafor üretmişlerdir. Buradan hareketle fen bilgisi öğretmen adaylarının proje ve proje çalışmalarına yönelik olarak olumlu bir algıya sahip oldukları söylenebilir. Elde edilen bu sonuçlara yönelik gerekli önerilerde bulunulmuştur.
In this study, it was aimed to determine the perceptions of preservice science teachers concerning the concept of "project" via metaphors. The study was conducted using phenomenology design, which is among qualitative research methods. The sample group consisted of 196 preservice science teachers receiving education in the 1st, 2nd, 3rd, and 4th grades at a public university in the academic year of 2018-2019. The data were collected according to the responses of the preservice teachers to the statements, "The project is like ... Because...". The content analysis was used in the analysis of the data. The metaphors obtained as a result of the content analysis were expressed under categories. In this context, a total of ten conceptual categories were formed. The categories were as follows; "Productive and guiding", "Endeavoring", "Making life easier", "Generating a solution", "Process", "Design", "Source of happiness", "Aiding in learning", "Unnecessary/useless" and "Need". It was determined that metaphors produced by the preservice teachers concerning the concept of the project were mostly included under the conceptual category of "Process" (23.46%). When examining the metaphors under this category, it was seen that in the reason part of the metaphor form, the preservice teachers stated that the project contained a certain process and the process would gain a lot of benefits when managed well. In addition, while the 1st and 2nd -year preservice teachers produced metaphors mostly under the category of "Process"; the 3rd year preservice teachers under the category of "endeavoring" and the 4th year preservice teachers under the category of "Productive and guiding". From this point of view, it is possible to state that preservice science teachers have a positive perception concerning project and project studies.
In this study, it was aimed to determine the perceptions of preservice science teachers concerning the concept of “project” via metaphors. The study was conducted using phenomenology design, which is among qualitative research methods. The sample group consisted of 196 preservice science teachers receiving education in the 1st, 2nd, 3rd, and 4th grades at a public university in the academic year of 2018-2019. The data were collected according to the responses of the preservice teachers to the statements, “The project is like … Because…”. The content analysis was used in the analysis of the data. The metaphors obtained as a result of the content analysis were expressed under categories. In this context, a total of ten conceptual categories were formed. The categories were as follows; “Productive and guiding”, “Endeavoring”, “Making life easier”, “Generating a solution”, “Process”, “Design”, “Source of happiness”, “Aiding in learning”, “Unnecessary/useless” and “Need”. It was determined that metaphors produced by the preservice teachers concerning the concept of project were mostly included under the conceptual category of “Process” (23.46%). When examining the metaphors under this category, it was seen that in the reason part of the metaphor form, the preservice teachers stated that the project contained a certain process and the process would gain a lot of benefits when managed well. In addition, while the 1st and 2nd -year preservice teachers produced metaphors mostly under the category of “Process”; the 3rd year preservice teachers under the category of “endeavoring” and the 4th year preservice teachers under the category of “Productive and guiding”. From this point of view, it is possible to state that preservice science teachers have a positive perception concerning project and project studies.
Field : Eğitim Bilimleri
Journal Type : Ulusal
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