摘要：Eğitim-öğretim sürecinde metaforlardan, kavram, olay ve durumların nasıl algılandığını, zihinde nasıl yapılandırıldığını belirlemede ve kavram öğretiminde yararlanılmaktadır. Bu araştırmada, İlahiyat ve Fen Bilgisi Öğretmenliği programlarındaki son sınıf öğrencilerinin “Işık” kavramına ilişkin algılarında farklılık olup olmadığını metaforlar aracılığıyla ortaya koymak amaçlanmıştır. Çalışma nitel araştırma yaklaşımlarından olgubilim yöntemiyle yürütülmüştür. Araştırmanın çalışma grubunu, gönüllük esası ve kolay ulaşılabilirlik durumu dikkate alınarak Amasya Üniversitesi İlahiyat Fakültesi’nde öğrenim gören 84 (K:54, E:30) son sınıf ilahiyat öğrencisi ile Eğitim Fakültesi’nde öğrenim gören 63 (K: 48, E: 15) fen bilgisi öğrencisi olmak üzere toplam 147 öğrenci oluşturmaktadır. Araştırmanın verileri, çalışma grubunda bulunan öğrencilerin “Işık … gibidir. Çünkü …” ifadesinin tamamlamalarıyla toplanmış ve içerik analizi yöntemiyle analiz edilmiştir. Araştırma sonuçlarına göre, ilahiyat öğrencileri ışık kavramına ilişkin 44 geçerli ve farklı metafor, fen bilgisi öğretmenliği öğrencileri ise 35 geçerli ve farklı metafor üretmiştir. Üretilen metaforlar “Bilimsel”, “Duygusal”, “Yol gösterici”, “İhtiyaç” ve “Dini kavramlar” olmak üzere beş kategoride toplanmıştır. İlahiyat öğrencileri için “Bilimsel”, “Yol gösterici” ve “Duygusal” olarak isimlendirilen kategorilerde toplanan metaforların “Dini Kavramlar” ve “İhtiyaç” kategorilerinde toplanan metaforlardan daha fazla olduğu, fen bilgisi öğrencileri için ise “Bilimsel” ve “İhtiyaç” olarak isimlendirilen kategorilerde toplanan metaforların “Yol gösterici” ve “Duygusal” kategorilerinde toplanan metaforlardan daha fazla olduğu görülmüştür. Ayrıca ilahiyat öğrencilerinin oluşturduğu “Dini kavramlar” kategorisindeki metaforlardan fen bilgisi öğretmenliği öğrencilerinin hiçbir metafor oluşturmadığı tespit edilmiştir. Farklı programlardaki öğrencilerin her kategori için oluşturdukları benzer metaforların yanında çoğunlukla farklı metaforlar oluşturması öğrencilerin geçmiş deneyimleri ve eğitim hayatlarında karşılaştıkları öğretmen ve arkadaş gruplarının farklı olmasından kaynaklandığı sonucuna varılmıştır.
其他摘要：Since the existence of humanity, scientists have tried to understand the structure of light. Access to information about understanding the structure of light begins with the writing considered as the beginning of science. Light is one of the most important causes of life on Earth. Light illuminates the Earth's surface, heats it, provides the realization of natural events and creates the necessary energy source for the photosynthesis, which is the food source of the plants. At the same time, light is necessary for people and animals to communicate with their surroundings. Light is needed for people to understand the events and situations that take place in their environment. In the absence of light, the sight phenomenon, which is one of the basic facts of communication on Earth, cannot be realized. It is important to know what light means for living things and human beings (Ayvacı, 2011: 261). Therefore, it is important to reveal the perceptions of individuals with the light concept and to design educational activities according to the findings. There are many ways to determine the meanings that individuals create in their minds for the relevant concept. Metaphors are one of the methods in which an individual express himself / herself (Schreglmann - Kazancı, 2016: 24; Tulunay Ateş, 2016: 79 ). In formal education, metaphors can be used for different purposes such as diagnostic, formative, or achievement assessment in the teaching-learning process. Metaphors are a teaching style that help cases, events and concepts to keep in mind through analogy (Candan - Öztaş, 2017: 508). When students make up such associations, it contributes to their creative and critical thinking skills. Achieving an unknown case by using a known one provides information to the teacher for the endurance of the education by giving knowledge that the students make sense of events and cases in their mind. Metaphors contribute to the student's ability to relate new knowledge that he encounters to existing knowledge in his mind. Metaphors help students to develop their scientific thinking and problem-solving skills in order to provide metacognitive skills (Saban, 2004: 131). Detection, interpretation, and association of phenomena varies from person to person. Such a case can be explained by the concept of metaphoric thinking (Arslan - Bayrakcı, 2006: 101). Three concepts are important in metaphorical thinking process. These are the subject of metaphor, the source and the relationship between the source and the subject (Forceville, 2002: 12). Metaphors are used in teaching process to determine how concepts, events and situations are perceived and how they are designed in 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. Such suggestions are presented depending on the results of the research that it can be investigated whether the metaphors produced by the students in the university environment related to the Light concept differ according to their demographic characteristics such as high school, age and gender and a study can be done to determine the perceptions of religious concepts for the faculty of theology students with metaphors.
关键词：Işık ; Metafor ; Algı ; İlahiyat ; Fen Eğitimi
