%0 Journal Article
%T The Metaphorical Perceptions of Theology and Science Education Students About Light Concept
%A Orhan Karamustafao£¿lu
%A Salih De£¿irmenci
%A Sevilay Karamustafao£¿lu
%J -
%D 2019
%X Metaphors are used in teaching process to determine how concepts, events and situations are perceived and how they are structured in the mind and in concept teaching. In this study, it is aimed to reveal whether there is any difference in the perceptions of ¡°light¡± concept in senior students of Theology and Science Education programs through metaphors. The study was carried out by using phenomenological method. The study group consists of 84 (F:54, M:30) senior theology students in the Faculty of Theology and 63 (F:48, M:15) senior science prospective teachers in the Faculty of Education of Amasya University, total 147 students depending on volunteer basis and easy accessibility. The data of the study was collected from the students in the study group after completing the statement ¡°The Light is like ¡­ because ¡­¡± and analyzed by content analysis method. According to the results of the research, the students of theology produced 44 valid and different metaphors related to the concept of light, and students of science education program produced 35 valid and different metaphors. The metaphors produced were put into five categories as ¡°Scientific¡±, ¡°Emotional¡±, ¡°Guiding¡±, ¡°Need¡± and ¡°Religious Concepts¡±. For the students of theology, the metaphors collected in the categories called ¡±Scientific¡°, ¡±Guiding¡± and ¡°Emotional¡± are more than metaphors collected in ¡°Religious Concepts¡± and ¡°Need¡° categories, whereas for science students, metaphors collected in the categories called ¡°Scientific¡° and ¡±Need¡± are more than metaphors collected in ¡±Guiding¡± and ¡°Emotional¡± categories. In addition, it was determined that science students did not create any metaphors from metaphors in the category of Religious Concepts formed by theology students. It is concluded that students in different programs often create different metaphors as well as similar metaphors for each category, resulting in students' previous experiences and different types of teachers and groups of friends they encounter in their educational lives
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%K Metafor
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%K £¿lahiyat
%K Fen E£¿itimi
%U http://dergipark.org.tr/amailad/issue/45383/539703