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Review paper
Published: 01.12.2022.
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https://doi.org/10.51728/issn.2637-1480.2023.55

Examining high school students’ metaphorical perceptions of the concept of „music lesson“

By
Mehmet Mustafa Budak ,
Mehmet Mustafa Budak
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Zühal Dinç Altun ,
Zühal Dinç Altun
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Yiğit Dorukan DİNÇ ,
Yiğit Dorukan DİNÇ
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Cüneyt Dursun ÖZÇAĞ
Cüneyt Dursun ÖZÇAĞ
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Abstract

The aim of this study was to determine and examine students’ metaphorical perceptions of a “music lesson” in different high school grade levels. The research method was designed following a qualitative research approach while a phenomenological design was used. The research study group consisted of 305 high school students selected by a purposeful and random sampling method. The research data were collected using a metaphor prepared by the researchers. Students were asked to fill in the blanks in the sentence given as follows: “A music lesson is like…..because .....” Out of 305 forms, only 202 forms containing the metaphor sentence were evaluated. The data obtained as the research results were analyzed by the methods of content and metaphor analyses, and the results obtained were categorized and tabulated. The tables representing the categories were supported by the participants’ direct statements. As the result of the study, it was determined that 94 different metaphors and 10 categories were formed. Keywords: Secondary Education, Music Lesson, Metaphor

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Authors retain copyright. This work is licensed under a Creative Commons Attribution 4.0 International License. Creative Commons License

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Vol 21, Issue 1, 2023
Organizational justice as a determinant of the resilience of academic staff and a higher education institution Examining high school students’ metaphorical perceptions of the concept of „music lesson“ The relationship between stress and sociodemographic and academic characteristics among students Education of social workers during the pandemic COVID-19 – post-pandemic perspective The quality of school life as a factor in the prevention of peer violence among students See full issue

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