Investigation of Secondary School Students' Metaphorical Perceptions of the Concept of Screen Reading

Abstract

The aim of this study is to determine and examine middle school students' metaphorical perceptions regarding the concept of reading from screens. In line with this objective, the research seeks to answer the question: “What are middle school students’ metaphorical perceptions of reading from screens?” The study employed a qualitative research method using the phenomenological design. The study group consisted of 267 middle school students. Students were asked to create metaphorical meanings related to reading from screens. These metaphors were collected through metaphor identification forms prepared by the researchers. The data were analyzed using content analysis. The metaphors were examined in five stages: (1) Elimination stage, (2) Coding and metaphor identification stage, (3) Category identification stage, (4) Transferring data to digital format and analysis, (5) Validity and reliability. According to the three main categories identified, a total of 205 types of metaphors were determined. The most frequently expressed metaphors by students were: Earth, human, space, stars, encyclopedia, mountain, glasses, sliding down a slide, Sun, game, rain, amusement park, car, bee, Earth’s rotation, meteor, rocket, wind, water, trampoline, landslide, and airplane. Additionally, it was found that there was no significant relationship between the students’ grade levels or gender and the distribution of metaphors across the main categories. Regarding students’ reading preferences, more than half of the participants preferred reading from screens. In the metaphors created by students, aspects such as entertainment, appeal, rich content, offering different usage opportunities, fast screen use, and elements of light and color were highlighted.

Keywords

• Reading from screen
• Metaphor
• Printed material
• Reading preferences

Ortaokul Öğrencilerinin Ekrandan Okuma Kavramına Yönelik Metaforik Algılarının İncelenmesi

Abstract

Bu araştırmanın amacı, ortaokul öğrencilerinin ekrandan okuma kavramına yönelik metaforik algılarını belirlemek ve bu metaforları incelemektir. Bu amaç doğrultusunda “Ortaokul öğrencilerinin ekrandan okumaya ilişkin metaforik algıları nelerdir?” sorusuna yanıt aranmıştır. Araştırmada nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseni kullanılmıştır. Çalışma grubunu 267 ortaokul öğrencisi oluşturmaktadır. Öğrencilerden ekrandan okumaya ilişkin metaforik anlamlandırmalar oluşturmaları istenmiştir. Veriler, araştırmacılar tarafından hazırlanan metafor belirleme formları aracılığıyla toplanmıştır. Verilerin çözümlenmesinde içerik analizi tekniği kullanılmıştır. Metaforlar beş aşamada çözümlenmiştir: (1) Ayıklama aşaması, (2) Kodlama ve metafor belirleme aşaması, (3) Ulam belirleme aşaması, (4) Verilerin bilgisayar ortamına aktarılması ve çözümlenmesi, (5) Geçerlik ve güvenirlik. Belirlenen üç ana ulama göre toplam 205 metafor çeşidi tespit edilmiştir. Öğrencilerin en çok ifade ettiği metaforlar dünya, insan, uzay, yıldızlar, ansiklopedi, dağ, gözlük, kaydıraktan kaymak, güneş, oyun, yağmur, lunapark, araba, arı, dünyanın dönmesi, meteor, roket, rüzgâr, su, trambolin, toprak kayması, uçak imgeleridir. Ayrıca öğrencilerin sınıf düzeyleri ve cinsiyetleri ile metaforların ana ulamlara dağılımı arasında anlamlı bir ilişki olmadığı saptanmıştır. Öğrencilerin okuma tercihlerine bakıldığında ise katılımcıların yarısından fazlasının ekrandan okumayı tercih ettiği görülmüştür. Öğrencilerin oluşturdukları metaforlarda; eğlence, beğeni, zengin içerik sunma, farklı kullanım imkânları sağlama, hızlı ekran kullanımı, ışık ve renk unsurları gibi noktalara dikkat çektikleri görülmektedir.

Keywords

• Ekrandan okuma
• Metafor
• Basılı materyal
• Okuma tercihleri

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