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Bu araştırma, Tokat Bilim ve Sanat Merkezi 4. sınıf öğrencilerinin “ödev” kavramına ilişkin bakış açılarını metaforlar aracılığıyla ortaya koymak ve ödev kavramına ilişkin geliştirilen metaforları kavramsal kategoriler altında toplamak amacıyla gerçekleştirilmiştir. Araştırmanın çalışma grubunu 2017-2018 eğitim öğretim döneminde Tokat Bilim ve Sanat Merkezinde öğrenim gören 18 erkek %45 , 22 kız %55 toplam 40 öğrenci oluşturmuştur. Yarı yapılandırılmış görüşme formunda özel yetenekli öğrencilerin “ödev” algılarını ölçmek amacıyla 6 adet soru yöneltilmiş ve görüşmeler birebir yapılmıştır. Yarı yapılandırılmış görüşme formunda öğrencilere yöneltilen sorular: “Ödev…………gibidir. Çünkü: …….” şeklinde hazırlanmıştır ve öğrencilerden “ödev” kavramını hayvana, bitkiye, herhangi bir şekle, herhangi bir doğa olayına, cansız bir nesneye ve herhangi bir spora benzetmeleri istenmiştir. Araştırma sonuçlarına göre Tokat Bilim ve Sanat Merkezinde öğrenim gören özel yetenekli öğrenciler “ödev” kavramına toplamda 100 adet metafor geliştirmişlerdir. Özel yetenekli öğrencilerin “ödev” kavramına ilişkin en çok geliştirdikleri metaforlar: Deprem 8 öğrenci , Futbol 8 öğrenci , Gül 5 öğrenci , Sel 5öğrenci , Kitap 4 öğrenci , Çığ 3 öğrenci . Özel yetenekli öğrencilerin “ödev” kavramına ilişkin geliştirdikleri metaforlar 5 kategori altında toplanmıştır. “Ödev” kavramını özel yetenekli öğrencilerin % 32’si Geliştirici, %29’u Zor, %15’i Zorunluluk, %14’ü Sıkıcı, %10’u Gereksiz olarak nitelendirmişlerdir. Kavramsal kategoriler incelendiğinde ödev kavramına ilişkin en çok metaforun “Geliştirici” kategorisi altında toplandığı görülmüştür.
This research was carried out with the aim of revealing the views of students of the 4th grade of the "Task" concept through metafores and collecting the metafores developed about the task concept under conceptual categories. The study group formed a total of 40 students from 18 men (45%) and 22 girls (55%) who studied at the Tokat Science and Arts Center during the 2017-2018 educational teaching period. In the semi-configured interview form, 6 questions were addressed and interviews were conducted individually in order to measure the perceptions of the "work" of special skilled students. In the form of a semi-configured interview, the questions addressed to students are: "The task is ............gib. Because: ... It was prepared in the form and the students were asked to compare the concept of "work" to the animal, to the plant, to any form, to any natural event, to an inanimate object, and to any sport. According to the research results, special skilled students studying at the Tokat Science and Arts Center have developed a total of 100 metaphors for the concept of "work". The most developed metaphors about the concept of "Task" by specialized talented students are: Earthquake (8 students), Football (8 students), Rose (5 students), Flood (5 students), Book (4 students), Exit (3 students). The metaphors developed by specialized talented students on the concept of "work" are gathered under 5 categories. 32% of specialized skilled students have defined the concept of "Task" as Developer, 29% hard, 15% compulsory, 14% tired, and 10% unnecessary. When the conceptual categories are studied, the most metaphors related to the task concept are found to be gathered under the "Developers" category.
This research was carried out in order to reveal the perspectives of 4th grade students of Tokat Science and Art Center towards ‘homework’ concept by means of metaphors and to gather metaphors developed under conceptual categories. The study group was consisted of 40 students, 18 male 45% and 22 female 55% in Tokat Science and Art Center during 2017-2018 academic year. 6 questions were asked and interviews were conducted one to one in order to measure the perceptions of “homework” by gifted students in semi-structured interview form, Questions asked to the students in the semi-structured interview form were prepared as ‘homework is like…… . Because ………..’ and the students were asked to compare the concept of homework with an animal, a plant, any shape, any natural event, a lifeless object or any sport. According to the results of the research, gifted students who study at Tokat Science and Art Center developed 100 metaphors for the concept of homework. The most developed metaphors by gifted students about the concept of “homework'' are: Earthquake 8 students , Football 8 students , Rose 5 students , Flood 5 students , Book 4 students and Avalanche 3 students . Metaphors developed by gifted students for the concept of homework are grouped under 5 categories. The concept of homework was defined by gifted students as 32% Improving, 29% as Difficult, 15% as Must, 14% as Boring, 10% as Unnecessary. When the conceptual categories are examined, it is seen that the most metaphor about the concept of homework is gathered under the “Improving” category.
Alan : Eğitim Bilimleri; Güzel Sanatlar; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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