Akademik Veri Yönetim Sistemi
CUMHURIYET ILAHIYAT DERGISI-CUMHURIYET THEOLOGY JOURNAL, cilt.26, sa.1, ss.319-337, 2022 (ESCI)
Human emotions, thoughts and behaviors are determined by many complex processes. Through this process, it is possible to determine an attitude towards events and facts. At this point, metaphors provide an important data source in determining the attitudes of the individual and revealing the thoughts that affect the behaviors. It can be said that metaphors, which are a way of detecting the unknown based on the known, can play an important role in increasing the quality of education in this respect. In recent years, determining attitudes through metaphors has begun to be accepted as an important method in the field of education and many studies have been carried out on this subject. In this study, it is aimed to determine the perceptions of secondary school students towards the Religious Culture and Moral Knowledge course and its teachers through metaphors. In the study, which was designed in a phenomenological (factual) design, one of the qualitative research designs, the participants were determined by the criterion sampling method, one of the purposive sampling methods. Data were obtained from 262 students of 4 different secondary education institutions in the 2021-2022 academic year. Research data were collected by completing the sentences "Religious Culture and Moral Knowledge teacher...similar/because...and Religious Culture and Moral Knowledge lesson...similar/because..." in the form given to them. The metaphors reached at this stage were categorized according to their semantic content, completed, expressed numerically, tabulated and interpreted. Two field experts were consulted to determine the reliability of the study. Opinions received were evaluated using the formula developed by Miles and Huberman (reliability = consensus / (consensus + number of disagreements)) and the agreement between the data was calculated. Accordingly, the Miles and Huberman agreement coefficient, which shows the reliability of the research, was determined as 0.92. In the study, it was determined that the metaphorical perceptions of the students regarding the Religious Culture and Moral Knowledge course were grouped under three themes as positive, negative and ambiguous. In the research where it was determined that the majority of the students (82.44%) produced positive metaphors for the Religious Culture and Moral Knowledge teacher, it was determined that approximately one out of every 10 students (9.54%) produced ambiguous metaphors for the course. while the rest (8.02%) reported negative metaphors. Among the positively produced metaphors, the most frequently repeated metaphors are "Road" (10.68%), "Imam" (6.87%) and "Friend" (4.58%). It was determined that the most frequently repeated metaphors among the negatively produced metaphors were "Unnecessary" (1.14%), "Bully" (0.76) and "Boring" (0.76). Most of the metaphors produced by the students for the Religious Culture and Moral Knowledge course (81.3%) are positive, in the remaining part, it was determined that some of the students (4.58%) were not clear and the metaphors produced by the other part (14.12%) had a negative orientation.