Metaphoric Perceptions of Primary School Teacher Candidates on the Concept of Social Science and Its Teaching

Yıl 2020, , 120 - 139, 23.03.2020

Çiğdem Kozaner Yenigül

https://doi.org/10.33403/rigeo.641587

Öz

The aim of this study is to determine the perceptions of classroom teacher candidates towards the concept and teaching of social sciences through metaphors. In the 2018-2019 academic year, the Department of primary education of the Turkish Republic of Northern Cyprus, Lefke European University, Faculty of Education 1., 2., 3. and 4. there are 119 candidates of teachers who study in the classroom. Phenomenology design, one of the qualitative research methods, was used in the study. The data of the study was obtained through a semi-structured interview form. Content analysis technique was used in the analysis of the data. In this context, he produced 61 metaphors aimed at the concept of social sciences by participants. The metaphors produced were collected under 4 different conceptual categories. The metaphors produced by the class teacher candidates for the concept of social sciences were collected in 4 categories, “social –vital, interdisciplinary, cultural resource and primary education” respectively. The number of metaphors (f=27) in the “social-vital” category is greater when the metaphors developed by the teacher candidates according to the categories created for the concept of social sciences are taken into account. The most repeated in this category has been the metaphor of life (f=20). The classroom teacher candidates produced 69 metaphors for teaching social sciences. The metaphors developed for the teaching of social sciences in line with the explanations made by the participants were grouped into 4 categories: “meeting social needs, interdisciplinary, knowledge transfer, cultural transfer,” “When the metaphors developed by the teacher candidates according to the categories are taken into consideration, it is observed that the number of metaphors (f=31) in the “meeting the social needs” category for social sciences teaching is higher. The most repeated teaching of values in this category has been the metaphor (f=8).

Anahtar Kelimeler

Primary school teacher candidates, social sciences teaching, metaphor, qualitative research

Kaynakça

• Alpaslan, S. & Kutanis, R. Ö. (2007). Bilimsel bilgi üretiminde metaforların rolü: Destek mi?Engel mi?. Bilgi Sosyal Bilimler Dergisi.15 (2), 1-17.
• Çelikten, M. (2006). Kültür ve öğretmen metaforları. Sosyal Bilimler Enstitüsü Dergisi.2, 269-283.
• Doğanay, A. (2005). Sosyal bilgiler öğretimi. İçinde C. Öztürk ve D. Dilek (Eds.), Hayat Bilgisi ve Sosyal Bilgiler Öğretimi (s. 17-52). Ankara: Pegem A Yayıncılık
• Doğanay, A. (2008). Çağdaş sosyal bilgiler anlayışı ışığında yeni sosyal bilgiler programının değerlendirilmesi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(2), 77-96.
• Dunn, A. W. (1916). The Social studies in secondary education: A six-year program adapted both to the 6-3-3 and the 8-4 plans of organization. Washington: Goverment Print Office. Geçit, Y. & Gençer, G. (2011). Sınıf öğretmenliği 1. Sınıf öğrencilerinin coğrafya algılarının metafor yoluyla belirlenmesi (Rize Üniversitesi örneği). Marmara Coğrafya Dergisi, 23, “1-19.
• İbrahimoğlu, Z. (2018). Sosyal bilgiler öğretmen adaylarının kültür kavramına ve farklı kültürlere yaklaşımı. Uludağ Üniversitesi Eğitim Fakültesi Dergisi. 31(1), 119-152.
• Johnson, M. (1987). The body in the mind: The bodily basis of meaning, imagination, and reason. Chicago: University of Chicago Press
• Kan, Ç. (2010). Sosyal bilgiler dersi ve değerler eğitimi. Milli Eğitim Dergisi. 187, 138-145.
• Karakuş, F. (2006). Sosyal bilgiler öğretiminde yapıcı öğrenme ve otantik değerlendirme yaklaşımlarının öğrencilerin akademik başarı, kalıcılık ve sosyal bilgiler dersine yönelik tutumlarına etkisi. (Yayınlanmamış Doktora Tezi), Çukurova Üniversitesi: Adana.
• Kaya, M. F. (2014). Sosyal bilgiler öğretmen adaylarının çevre sorunlarına ilişkin algıları: Metafor Analizi Örneği. Turkish Studies. 9(2), 917-931.
• Kaya, E.& Öner, G. (2017). Sosyal bilgiler dersini sosyalleşme ve toplu öğretim ekseninde yeniden düşünmek. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2(1), 1-25.Koçoğlu, E. (2014). Sosyal bilgiler öğretmenlerinin sosyal bilgiler kavramına ilişkin imgesel algıları. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi. 15(3), 107-126. Lakoff, G. & Johnsen, M. (2003) Metaphors we live by. London: The university of Chicago press.
• Ma, L. & Liu, A. (2008). A universal approach to metaphors. Intercultural Communication Studies. XVII:1, 260-268.
• McCandless, B. (2012). The use and misuse of metaphor in education and education reform. Education, 132 (3), 538-357.
• Massengill, D., Mahlios, M., & Barry, A. (2005). Metaphors and sense of teaching: How these constructs influence novice teachers. Teaching Education, 16(3), 213-229.Murphy, G. L. (1196). On metaphoric representation. Cognition. 60, 173-204National Council for the Social Studies (NCSS).(2016). A Vision of powerful teaching and learning in the social studies: A Position Statement of the National Council for the Social Studies. Social Education 80(3), pp 180–182.
• Neuman, A. & Guterman, O. (2017). Metaphors and education: comparison of metaphors for education among parents of children in school and home education. Pedagogy, Culture & Society, 26:3, 435-447.
• Parın, K. (2017). Metaforlar: Hayat, Anlam ve Dil. Söylem Filoloji Dergisi. 2(3), 149-151.
• Passe, J., Good, A. & Libresco, A. S. (2014). Social studies in the age of accountability. In A. S. Libresco, J. Alleman, S. L Field & J. Passe (Eds.), Exemply Elementary Social Studies:Case Studies in practice (pp.1-11). Charlotte, NC: Information Age Publishing, Incorporated.
• Tay, B. (2015). Sosyal bilgiler öğretiminin dünü bugünü ve yarını. R. Turan& K. Ulusoy (Eds.) Sosyal Bilgilerin Temelleri. (pp.2-18). Ankara: Pegem Akademi. Yob, I. M. (2003). Thinking constructıvely with metaphors. Studies in Philosophy and Education. 22, 127-138.