Özet:

The purpose of this paper is to explore perceptions of students and teachers about learning, and teaching concepts. Therefore, metaphorical perceptions of students about being a student and learning, and metaphorical perceptions of teachers about being a teacher and teaching were examined. The phenomenology approach was chosen as a research model. The study group consists of 8 8th grade students and their teachers (8 branch teachers of those classes) from a secondary school in Kocaeli in the 2014-2015 educational year. Research data was collected through semi-structured forms developed by the researchers.The data were analyzed through content analysis. The results indicated that students’ perceptions of being a student are categorized as ‘effort and struggle’, ‘improvement and growth’, ‘achieving a goal’, ‘versatility’, and ‘being forced’. Nine categories related to the metaphors about learning in their classroom were revealed. Teachers developed metaphors categorized as ‘effort and struggle’, ‘improvement’, and ‘leading’

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