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Bu çalışmada ilkokul dördüncü sınıfta öğrenim gören özel yetenekli öğrencilerin metaforik çevre algılarının incelenmesi amaçlanmıştır. Sıralı Dönüşümsel Tasarım Modeli olarak tasarlanan bu araştırmanın çalışma grubunu 2021-2022 öğretim yılı birinci yarıyılında sekiz farklı Bilim ve Sanat Merkezinde öğrenim görmekte olan 151 erkek 130 kız, ve bunların 72’si dokuz yaşında 202’si on yaşında olmak üzere 281 özel yetenekli dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmada elde edilen nitel veriler betimsel analiz ve içerik analizi ile nicel veriler ise ki-kare bağımsızlık testi ile değerlendirilmiştir. Kodlayıcı güvenirliği Cohen’s Kappa Katsayısı ve kodlayıcı güvenirliği formülü ile değerlendirilmiştir. Verilerin kodlayıcı güvenirliği her iki analizde de kabul edilebilir ve yüksek düzeyde çıkmıştır. Özel yetenekli öğrenciler ‘Çevre’ kavramı ile ilgili, farklı ve geçerli 84 metafor üretmişlerdir. Metaforlar benzerlikleri yönüyle değerlendirilmiş ve 6 kategoride sınıflandırılmıştır. Özel yetenekli öğrencilerin çevre için en çok “Hayat”, “Yaşam”, “Ev” ve “İnsan”metaforlarını kullandıkları; öğrencilerin genel olarak iyi dünyaya yönelik, olumlu metaforik çevre algılarına sahip oldukları ortaya çıkmıştır. Metaforlar incelendiğinde öğrenciler “Çevre” kavramını büyük oranda “Canlılık İfadesi Olarak Çevre” olarak, en az “Kirletilmiş- Bozulmuş Olarak Çevre” ve “Oyun ve Eğlence Olarak Çevre’’ olarak algılamaktadırlar. Özel yetenekli öğrencilerin metaforik çevre algılarının cinsiyet, yaş, doğaya okul gezisine katılım ve evcil hayvan sahibi olma değişkenleri bakımından anlamlı farklılık göstermediği ortaya çıkmıştır.
This study aims to study the metaphoric environmental perceptions of special skilled students studying in the fourth grade of primary school. The work group of this research, designed as a sequential Transformative Design Model, comprises 151 men and 130 girls who are studying in eight different Science and Arts Centers in the first semester of the 2021-2022 academic year, and of which 72 are nine years old and 202 are ten years old, 281 special skilled fourth-class students. The qualitative data obtained in the study were evaluated by the qualitative analysis and content analysis and quantitative data by the qualitative independence test. The coder reliability is assessed by Cohen's Caps and the coder reliability formula. The coding reliability of the data is acceptable in both analyses and has been high. Special skilled students have produced 84 different and valid metaphors related to the concept of 'Environment'. The metaphors are evaluated in terms of similarities and classified in 6 categories. It has been revealed that special talented students use most of the "Life", "Life", "Home" and "Man" metaphors for the environment; that students generally have positive metaphoric environmental perceptions towards the good world. When metaphors are studied, students perceive the concept of "Environment" largely as "Environment as an expression of vitality", at least as "Environment as distorted" and "Environment as play and entertainment". It has been revealed that the metaphoric environmental perceptions of special skilled students do not make significant differences in terms of gender, age, participation in school trips and the variations in having a pet.
In this study, it was aimed to examining the metaphorical environment perceptions of primary school fourth grade gifted students. The study group of this research designed as a sequential transformative design model consisted of 281 fourth-grade gifted students, including 151 boys and 130 girls, and 72 of them are nine years old and 202 are ten years old, that were receiving education in eight different Science and Arts Centers during the first term of the 2021-2022 school year. The qualitative data obtained in the research were evaluated with descriptive analysis and content analysis, and the quantitative data were evaluated with the Chi-Square test of independence. The coder reliability of the study was evaluated Kappa Coefficient and coder reliability formula. According to the results, the coder reliabilityof the data was found acceptable and high in both statistics. Gifted students produced 84 valid and different metaphors about the environment. These metaphors were examined with respect to their common traits and categorized under 6 categories. It was seen that gifted students expressed the environment "Living", "Life", "Home" and "Human" metaphors and that their environment perceptions were related to a fine world. Students "Environment" concept substantially as "the Environment as an Expression of Vitality" and least as "the Environment as Degraded- Polluted Environment’’ and ‘’ the Environment as a Game-Entertainment’’. And it has been revealed that metaphorical environment perceptions of gifted students do not significantly in terms of gender, age, factors, have a school trip to nature and have a domestic animal.
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