Özet:

The purpose of this study is to identify the metaphors that primary school 4. grade students have on the value of cooperation. In the present study, the phenomenon science model, which is one of the qualitative research models, is used. This study is applied on 259 primary school 4. grade students in three primary schools that are within the boundaries of the central district of Sakarya Province in 2012-2013 education year 2. period. Because of reasons such as lack of data and that cannot be read, this study is made from a total of 208 students consist of 98 female and 110 male students. The analysis of the metaphors that the students produced for “cooperating” value are made by the method of content analysis. The study consists of the analysis of obtained data, transferring the documents into electronic media and extracting, classification of the metaphors and their reasons, developing conceptual categories, reliability and validity studies and quantitative data analysis stages. Then the obtained results are interpreted by using tables. When the 84 metaphors that 208 students who participated in the study and developed for cooperating values are examined in terms of frequencies; they can be ranged as flower (17), friend (13), ant (13), pencil (10), hand (9), play (9), family (6), human (6), goods (5), and meal (5). The 84 metaphors that are developed by the students for cooperating value are being classified into conceptual categories by examing their subjects and sources. 7 conceptual categories are created from a total of 84 metaphors. According to the number of students that participated in these 7 conceptual categories are ranged as; cooperating as object (60), cooperating as person (45), cooperating as nature (33), cooperating as activity (28), cooperating as an animal (27), cooperating as a part of body (12) and cooperating as place (3). When the metaphor preferences are examined according to the students gender, while the female students flower (10) took the first place, ant (8) second place and friend (5) and play (5) third place, the male students preferences are; friend (8) in the first place, flower (7) second, and pencil (6) and hand (6) in the third place. When the study is examined in terms of conceptual categories that the students participated according to their gender, it is observed that the male students show a parallel ranging with overall total. When the created conceptual categories are arranged in terms of gender, while the categories according to the categories of female students are ranged as; cooperating as objec (28), cooperating as person (18), cooperating as nature (17), cooperating as animal (15), cooperating as activity (13), cooperating as a part of body (5) and cooperating as place (2); the catergories for male students are ranged as; cooperating as object (32), cooperating as person (27), cooperating as nature (16), cooperating as activity (15), cooperating as animal (12), cooperating as a part of body (7) and cooperating as place (1). Teachers may have an idea about the general meaning that the 4. grade students developed about cooperating value based on the results obtained in the study. Also, they may provide compilation of important information in the field of dissemination of value teaching by reaching a large working group and a large number of people in the determination of values. Teachers may give education that may provide application sufficiency for these kind of studies by using similar efficacy papers.

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