Preschool education is the most crucial step of the whole education system which should be seriously directed in a scientific and systematic organization without being left to chance. The opportunities and positive adult support that will be given to the child during this period ensure that the child is prepared in the best possible way. In this study, based on the idea that metaphors have important functions in the process of learning concepts and terms, concretization and visualization of abstract concepts, 3 concepts related to random concept teaching, which are the predominant determinants in pre-school curriculum (triangle, circular region, square) 26 students' perception of the state is aimed to determine through metaphors. In this qualitative study, phenomenology pattern was used. In the evaluation of the data, content analysis technique was used. The participants of the study consisted of 26 pre-school students studying in Malatya in the 2018- 2019 academic year. The metaphors developed by the participants were analyzed in four stages: (1) coding and sorting stage, (2) sample metaphor image compilation stage, (3) ulam development stage, (4) validity and reliability stage. When the perceptions of the concepts in the main heading “geometric shapes” which are discussed in the sub-headings “circle, triangle, square” are met by metaphors, it is seen that “OBJECT ”(f42) is perceived most. It was found that “STRUCTURE ”(f17) was the second and “FOOD-DRINK” f (f10) was the third. In this study, 26 students (6 years) who were examined in preschool period did not identify misconceptions. It was observed that the concepts were constructed with the right relationships.
Metaphor, Concept Teaching, Preschool Curriculum, Perception, Geometric Shapes.
|Yazar :||Esra LÜLE MERT -|