Author(s): Esra LLE MERT

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, 12 concepts related to random concept teaching, which are the predominant determinants in pre-school curriculum (anteroposterior; medium, inner-outer, salty, sour, hard-soft, voice-silent, fast-slow, dark-light, regular-messy, dirty-clean, fat-weak) 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. In the study conducted, the misconception of the 26 students (6 years old) examined in the preschool period was not determined. It has been observed that the concepts are constructed with the right relationships. However, there is no description in the data of this study that can be called misconception


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