Metafor çoğunlukla öğeler arasında dilsel bir araç olarak kullanılarak zihinsel birleştirme yapmaktır. Metafor oluşturma sürecinde zihinde iyi bilinen ile daha az bilinen iki şey arasında benzetme yapılır. İlkokuma yazma süreci ilköğretim öğrencileri tarafından oldukça zorlu geçen özel bir dönemdir. Öğrencilerin bu sürece yükledikleri anlamları tespit etmek karşılaşılan sorunlara ilişkin çözüm üretilmesine ve öğrencilerin yaşadıkları psikolojik durumların belirlenmesine yardımcı olabilir. Bu doğrultuda araştırmanın temel amacı, ilkokul öğrencilerinin ilkokuma yazma öğrenme sürecine ilişkin metafor algılarını tespit etmektir. Araştırmada, nitel araştırma yöntemine uygun olarak olgu bilim (fenomenoloji) deseni kullanılmıştır. Çalışma, 2013-2014 öğretim yılının güz döneminde Denizli merkez ilçedeki ilkokulların 2. sınıf öğrencileri ile gerçekleştirilmiştir. Veri toplama aracı olarak “Bana göre ilkokuma yazma … benzer. Çünkü …” şeklinde oluşturulmuş form kullanılmıştır. Araştırma bulgularında, öğrencilerin genel olarak ilkokuma yazma sürecine ilişkin olumlu düşüncelere sahip olduğu belirlenmiştir. Verilerin analizi sonucunda bitki, bitkinin gelişimi, doğa, seyahat, hayal, eğlence, gelişim, kişileştirme, beceri, spor, uzay, yiyecek ve yenilik temaları belirlenmiştir.
The metafor is to make mental combination mostly using the elements as a linguistic tool. In the process of creating a metafor, a comparison is made between two things that are well known and less known in the mind. Primary reading is a very difficult period of writing by primary school students. Identifying the meanings that students are charged during this process can help to produce solutions to the problems encountered and determine the psychological conditions students are experiencing. In this regard, the main objective of the research is to identify the metaphor perceptions of primary school students about the process of learning to write. In the research, according to the quality research method, the fact science (fenomenology) design was used. The study was carried out with second-class students of the Primary Schools in the Denizli Central District in the 2013-2014 academic year. As a data collection tool, "I think the first reading is not written ... similar. “For the form is created. Research findings have found that students generally have positive opinions about the process of writing in primary reading. The analysis of the data determined the themes of plant, plant development, nature, travel, fantasy, entertainment, development, personalization, skills, sports, space, food and innovation.
Metaphors are usually used as a language tool to combine elements in mind. In creating a metaphor, an analogy is drawn between two things, one of which is well-known and the other is lesser known to the mind of a person. The basal reading and writing process is a special period that is very difficulty for elementary students. Revealing the meanings that students attach to this process can help us produce solutions for the problems encountered, and identify the psychological states experienced by students. In this sense, the primary aim of this study was to identify elementary school students' metaphorical perceptions of the basal reading and writing process. In the study, phenomenological design was used in accordance with the qualitative research method. The study was conducted with 2nd graders studying at elementary schools in Denizli city centre in 2013-2014 school year. To gather data, a form including the statement "I think basal reading and writing is like . . . because . . ." was used. The findings showed that the students had positive views on the basal reading and writing process in general. The analysis of the data revealed themes including plants, growth of plants, nature, travelling, dreams, entertainment, development, i
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Dergi Türü : Uluslararası
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