Üniversite Öğrencilerinin Hayat Boyu Öğrenmeye Yönelik Olumlu ve Olumsuz Algıları: Metaforik Bir Analiz

Öz

Yükseköğretimde, teknik becerilerin yanı sıra hayat boyu öğrenme (HBÖ) becerilerine de öncelik vermelidir. Ancak bütün üniversite öğrencilerinin HBÖ’ye aşina olduğunu varsaymak doğru olur mu? Öyle olsa bile bazı öğrenciler HBÖ’nün bir tür stres kaynağı olduğuna inanıyor olabilir mi? Bunları anlamanın bir yolu, bireylerin kavramlara eklediklerine ilişkin anlamı aktarmak için yaygın olarak kullanılan metaforlardır. Dolayısıyla bu çalışmada 229 üniversite öğrencisinin HBÖ’ye ilişkin metaforik algıları incelenmiştir. Veriler söylem tamamlama formu kullanılarak toplanmıştır. Sonuçlar, seçtikleri metaforlarla yansıtıldığı gibi öğrencilerin HBÖ’ye ilişkin algılarının sınırlı olduğunu göstermiştir. HBÖ’yü tanımlamak üzere en sık kullanılan metaforlar “ağaç”, “hayat”, “evren” ve “yolculuk” olmuştur. Öğrencilerin belirttiği HBÖ özellikleri arasında en fazla “süreklilik”, “sınırsızlık” ve “ufukların genişlemesi” yer almıştır. Ayrıca öğrencilerin kullandıkları metafor ve açıklamalarda HBÖ’ye ilişkin olumsuz algıların da bulunduğu görülmüştür. Öğrencilerin hayat boyu öğrenen bireyler olma potansiyelini artırmak için HBÖ becerilerinin üniversite müfredatının ayrılmaz bir parçası olmasını önermekteyiz.

Anahtar Kelimeler

• hayat boyu öğrenen
• hayat boyu öğrenme
• metafor
• öğrenci algıları
• yükseköğretim

University Students’ Positive and Negative Perceptions of Lifelong Learning: A Metaphoric Analysis

Öz

In tertiary education, lifelong learning (LL) skills alongside technical skills need to be prioritized. Is it, however, correct to assume that all university students are familiar with LL? Even so, might some students believe that LL is a source of tension? One way to understand these aspects is through metaphors, commonly used to convey the meaning individuals attach to concepts. Thus, this study investigated 229 university students’ metaphoric perceptions of LL. Data were collected using a discourse completion task. Results revealed that the students had limited understanding of LL as reflected through their chosen metaphors. The metaphors most frequently used to define LL were “tree,” “life,” “universe” and “trip.” The students’ explanations pointed to a variety of attributes of LL, “continuity,” “limitlessness,” and “expansion of horizons” being the most frequent ones. There were also metaphors and attributes denoting negative perceptions. We recommend LL skills be made an integral part of curricula to enhance students’ potential for becoming lifelong learners.

Anahtar Kelimeler

• lifelong learning
• lifelong learner
• metaphor
• student perceptions
• tertiary education

Kaynakça

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