Abstract:

The aim of the research is to determine how the students taking Logic lesson conceptualize and perceive the concept of Logic through metaphors. In the study, phenomenological design, one of the qualitative research methods, was used, and purposeful sampling technique was used to determine the study group. A total of 231 university students from the students who took Logic course at Bingöl University in the academic year of 2020-2021 took part in the research. The metaphor sentence was sent online to the students taking logic lessons. The "content analysis" technique was used to analyze the data. According to the results of the research, the most metaphors in the category of "leading to thinking" were produced by the students who took the Logic course (f = 29). The metaphors produced by the students taking the logic lesson in terms of the number of frequencies; It is included in a total of 12 categories, such as "to the unknown, to be basic need, to be complex and difficult, to be systematic and functional, to be explanatory, holistic, enlightening and guiding, useful, entertaining, valuable and suitable for human nature". It has been seen to take. When the metaphors produced by the students are examined, it is seen that those who take logic courses generally have correct knowledge about logic. In comparisons with other studies, it was observed that students who did not take logic courses had low knowledge performance about logic. It has been determined that students produce metaphors about the definition and functionality of logic.

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