DETERMINING THE PERCEPTIONS OF SECONDARY SCHOOL STUDENTS ABOUT THE CONCEPT OF MAP WITH METAPHOR
Yasin Duran, Caner Aladağ, Tahsin Tapur
Strony: 236-245
Opublikowano: 31 Aug 2017
Wyświetlenia: 2,482
Pobrania: 428
Streszczenie: The aim of this study is to reveal the perceptions of secondary school students about the concept of map through metaphors. The population of the research is secondary-school students. The sample of this research carried out in the pattern of phenomenology is composed of 56 students studying in the 9th grade of Ladik Ahmet Hüdai Anatolian Imam Hatip (religious vocational) High School (Sarayönü, Konya). In the study, answers were tried to be found out to determine which metaphors the secondary school students used to explain their perceptions about the map, and what the common characteristics of these metaphors were. The data of the study was obtained by each student's completing his/her statement of "Map is like ... Because..." The content analysis technique was used to analyse and interpret the data. According to the results of the study, students produced 26 valid metaphors related to the concept of the map. These metaphors were then examined for their common features and gathered in 5 conceptual categories (map as a guide, map as a protective, map as a reduced, map as a puzzle and map as informative). As a result of the research, the category of map as a guide is mentioned by the students most. As a result, it has been observed that the students have constructed the concept of map correctly in their minds in general.
Słowa kluczowe: map, qualitative research, metaphor, phenomenology, secondary education
Cytowanie artykułu: Yasin Duran, Caner Aladağ, Tahsin Tapur. DETERMINING THE PERCEPTIONS OF SECONDARY SCHOOL STUDENTS ABOUT THE CONCEPT OF MAP WITH METAPHOR. Journal of International Scientific Publications: Educational Alternatives 15, 236-245 (2017). https://www.scientific-publications.net/en/article/1001579/
Powrót do spisu treści tomu
© 2026 The Author(s). This is an open access article distributed under the terms of the
Creative Commons Attribution License https://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. This permission does not cover any third party copyrighted material which may appear in the work requested.
Disclaimer: The Publisher and/or the editor(s) are not responsible for the statements, opinions, and data contained in any published works. These are solely the views of the individual author(s) and contributor(s). The Publisher and/or the editor(s) disclaim any liability for injury to individuals or property arising from the ideas, methods, instructions, or products mentioned in the content.
