A Meta-Synthesis on Turkish Metaphor Studies of Teachers

Yıldızlı, Hülya; Erdol, Tuba Acar; Baştuğ, Muhammet; Bayram, Kadriye

doi:10.15390/eb.2018.7220

Cited by 26 publications

(9 citation statements)

References 32 publications

(28 reference statements)

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“…The overwhelming majority of metaphor-based studies in the field of social studies education are aimed at measuring the perceptions or attitudes of the sample group on a particular subject. For this reason, the adopted methods are qualitatively oriented descriptive analyzes, as stated in other meta-analysis studies, and are generally based on collecting data from sample groups through semi-structured interviews or questionnaire forms (Table 4) (Gezer, 2020;Koca, Kaya, & Gökçimen, 2020;Yıldızlı, Acar Erdol, Baştuğ, & Bayram, 2018). In the typical implementation of this method, a questionnaire form containing only one open-ended question is given to the sample groups and the participants are explicitly asked to compare a concept with another concept and to explain the reason for their analogies.…”

Section: General Results About Studies On Metaphormentioning

confidence: 99%

Metaphor-Themed Studies in Social Studies Education in Turkey and Their Evaluations in Terms of Conceptual Metaphor Theory (CMT)

Sensekerci¹

2022

WJE

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The aim of the present study is to examine postgraduate theses and published articles on "analysis of metaphorically used words in discourse" in the field of social studies education in Turkey by document analysis method. Within the scope of the research, The National Thesis Center and Dergipark databases were surveyed. The survey revealed 22 completed theses and 39 published articles between the years of 2010 and 2022. First, the studies were analysed in terms of the study/publication year of the works, the universities where they were conducted, their sample/study groups, the methodological framework they were based on, their data collection tool, the expertise of the researchers and thesis advisors, and the metaphors that were the subject of the research. The works were subsequently evaluated in terms of CMT (Conceptual Metaphor Theory) and were subjected to five research questions. This evaluation revealed that the studies examined: (i) do not establish a relationship between their research findings and the theoretical framework of CMT although they view metaphors as products of conceptual thinking; (ii) do not benefit adequately from the essential references or seminal works of CMT; (iii) do not align themselves with a particular theory of metaphor or an approach, and, therefore, lack criteria for how they associate metaphor with thought; (iv) do not make explicit the criteria according to which they classified the statement of participants as metaphorical; and (v) try to reach the data suited to their research purpose with a data collection tool coded as "A is X like or as B", which is a coding scheme that is conventionally identified as a simile rather than a conceptual metaphor among CMT adherents.

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Section: General Results About Studies On Metaphormentioning

confidence: 99%

Metaphor-Themed Studies in Social Studies Education in Turkey and Their Evaluations in Terms of Conceptual Metaphor Theory (CMT)

Sensekerci¹

2022

WJE

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“…For example, in this study, it was determined that teachers mostly produced the "sun" metaphor. Similarly; Yildizli, Erdol, Bastug and Bayram (2018) found in their meta-analysis study on teacher metaphor research in Turkey that the "sun" metaphor is among the metaphors that teachers mostly. Sokmen, Kilic and Yildirim (2020) also found that classroom teachers most often refer to teachers as "the sun".…”

Section: Discussionmentioning

confidence: 97%

The Analysis of Metaphorical Perceptions of Teachers Related to Teachers in terms of Teaching Approaches They Adopt

Akkaya¹

2021

JEL

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This research aimed to determine the metaphorical perceptions of class teachers and reveal whether these perceptions are affected by the teaching approaches they adopt. Because teachers’ opinions were collected in written form, this study is a descriptive survey model study. The participants of the study consisted of 64 class teachers chosen through the maximum variety sampling method. A data collection tool consisting of two open-ended questions was developed to determine the metaphors and educational approaches teachers adopt. According to research results, teacher metaphors are highlighted in two categories as “metaphors giving active roles to the teacher” and “metaphors giving passive roles to the teacher”. Generally, teachers adopted one of the behaviouristic, cognitive, and constructivist approaches. This study revealed that participants who adopted behavioural and cognitive educational approaches produced metaphors giving active roles to the teacher. Participants who adopted the constructivist educational approach produced metaphors giving passive roles to the teacher. It was determined that there is a strong significant relationship between the metaphors that teachers produce and the educational approach they adopt.

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“…In recent years, an increase in studies conducted at national level with meta-synthesis method in the field of education has been noticed (e.g. Alkış Küçükaydın, 2019; Ceylan, Uştuk & Çomoğlu, 2017;Çiftçi & Karaman, 2019;Dağhan & Akkoyunlu, 2015;Dede & Arslan, 2019;Öztürk & Güven, 2020;Polat, 2015;Yıldırım, Çalık & Özmen, 2016;Yıldırım, Kurşun & Göktaş, 2015;Yıldızlı, Acar Erdol, Baştuğ & Bayram, 2018;Yildirim, 2016;Yücel-Toy, 2015). With the increase in these studies, by classifying many studies accumulated in different fields of education, comparing and evaluating the focus subjects and the findings obtained, the prominent trends and gaps in these areas have been revealed.…”

Section: Methodsmentioning

confidence: 99%

Multiculturalism in Social Studies Teaching: A Meta-Synthesis Study

İşler¹

2021

Kastamonu Eğitim Dergisi

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Purpose: This paper aims to evaluate the findings of studies investigating multiculturalism in social studies teaching in Turkey. Studies examining the concept of multiculturalism, which belongs to an important place in the social studies course, were analyzed, and the findings related to what was focused most, what was needed and the subjects that had never been investigated before were presented.Design/Methodology/Approach: The meta-synthesis method, which is one of the qualitative methods based on interpreting and synthesizing the findings of the studies, carried out with a qualitative and mixed method investigating multiculturalism in the field of social studies teaching. In the meta-synthesis method, researches on the same subject are interpreted from a critical point of view by creating themes or main templates. Within the scope of the "inclusion criteria" determined, 11 studies examining multiculturalism in social studies teaching were analysed. Findings:The findings showed that in order to describe the current situation, the great majority of the studies examined the documents, and the data collection and data analysis methods were similar due to the document analysis method. Studies examining multiculturalism in different units of the curriculum of social studies course show that the situations of addressing multiculturalism in the program have varied over the years, and that there have been significant developments over time in terms of the representation of multiculturalism in the context of learning domain. Studies conducted on social studies textbooks show that the reflection of multiculturalism on books took place later than the curriculum. As a result, it is seen that the level of multiculturalism is still not sufficient. Conclusion:Instead of conducting descriptive studies that determine the extent to which multiculturalism is represented in social studies documents, social studies researchers are suggested to carry out studies using different methods that create products for the creation of multicultural education environments that can be carried out with a social studies curriculum.

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A Meta-Synthesis on Turkish Metaphor Studies of Teachers

Cited by 26 publications

References 32 publications

Metaphor-Themed Studies in Social Studies Education in Turkey and Their Evaluations in Terms of Conceptual Metaphor Theory (CMT)

Metaphor-Themed Studies in Social Studies Education in Turkey and Their Evaluations in Terms of Conceptual Metaphor Theory (CMT)

The Analysis of Metaphorical Perceptions of Teachers Related to Teachers in terms of Teaching Approaches They Adopt

Multiculturalism in Social Studies Teaching: A Meta-Synthesis Study

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