Publication: Köy ve şehir okullarına devam eden çocukların resimlerinde metaforik olarak oyun kavramının resmedilmesindeki farklılıkların incelenmesi
Abstract
Günümüzde dünya çapında bir milyardan fazla çocuğun kentsel bölgelerde yaşıyor olmasına paralel olarak, dijital oyun çeşitliliğinin artmış olması, çocukların doğadan uzaklaşarak serbest, hayal gücüne ve keşfe dayalı oyunlarla geçirebilecekleri zamanın giderek azalması gibi problemleri de beraberinde getirmektedir. Dolayısıyla öğrencilerin doğal çevreden uzaklaşmaları, köy ve şehir okullarındaki öğrencilerde oyun kavramlarının farklılaşması ve bunların arasındaki olası etkileşiminin daha da ayrıntılı olarak ortaya konmasına yönelik ihtiyaç bu çalışmanın problemini oluşturmaktadır. Araştırmanın amacı köy ve şehir okullarına devam eden ilkokul çocuklarının resimlerinde metaforik olarak oyun kavramının resmedilmesindeki farklılıkların belirlenmesi ve bazı değişkenler açısından incelenmesidir. Araştırma 2021-2022 eğitim öğretim yılında Erzincan ilinin merkez ilkokulundaki 10 öğrenci ve Tercan ilçesine bağlı bir köy ilkokulundan seçilen 10 öğrenciyle toplamda 20 öğrenci ile yürütülmüştür. Araştırmada nitel yöntemlerinden kolay ulaşılabilir durum örneklemesi ve olgubilim modeli kullanılmıştır. Veri toplama aracı olarak araştırmacı tarafından geliştirilmiş olan ‘’Çocuk Oyun Metafor Formu ‘’kullanılmıştır. Öğrencilerle yarı yapılandırılmış görüşmeler yapılmış ve resimler çizdirilmiştir. Çalışmada verilerin geçerliliğini ve güvenirliğini sağlamak için ‘’çeşitlemeye’’ başvurulmuştur. Veriler amaçlar doğrultusunda kodlanarak toplanmış, metaforlar düzenlenerek alt temaları oluşturulmuş ve analiz edilmiştir. Araştırma sonucunda köy okulunda öğrenim gören çocuklar resimlerinde geleneksel oyunları çizerken şehir merkezinde öğrenimine devam eden çocukların tamamının dijital oyunları resmettiği görüşmüştür. Köy okulunda ve şehir okulunda öğrenim gören çocukların geleneksel oyunlara ve dijital oyunlarda sahip oldukları metaforlar arasında farklılaşma görülmemiştir. Köy okulundaki ve şehir okulundaki öğrencilerin sahip oldukları metaforlar arasında cinsiyete bağlı farklılaşma görülmemiştir.
Today, in parallel with the fact that more than one billion children worldwide live in urban areas, the increase in the diversity of digital games brings with it problems such as the time that children can spend away from nature and spend with free, imaginative and exploratory games. Therefore, the problem of this study is the alienation of students from the natural environment, the differentiation of game concepts among students in village and city schools, and the need to reveal the possible interaction between them in more detail. The aim of the research is to determine the differences in the metaphorical portrayal of the concept of game in the paintings of primary school children attending village and city schools and to examine them in terms of some variables. The research was carried out with 10 students in the central primary school of Erzincan province and 10 students selected from a village primary school in the district of Tercan in the 2021-2022 academic year, with a total of 20 students. In the research, easily accessible case sampling and phenomenology model were used from qualitative methods. The Child Play Metaphor Form developed by the researcher was used as a data collection tool. Semi-structured interviews were conducted with the students and pictures were drawn. In the study, diversification was used to ensure the validity and reliability of the data. The data were collected by coding in line with the objectives, sub-themes were formed and analyzed by arranging the metaphors. As a result of the research, it was seen that while the children studying in the village school drew traditional games in their pictures, all of the children continuing their education in the city center painted digital games. There was no difference between the metaphors of traditional games and digital games of children studying in village school and city school. No gender-related differentiation was observed between the metaphors of the students in the village school and the city school.
Today, in parallel with the fact that more than one billion children worldwide live in urban areas, the increase in the diversity of digital games brings with it problems such as the time that children can spend away from nature and spend with free, imaginative and exploratory games. Therefore, the problem of this study is the alienation of students from the natural environment, the differentiation of game concepts among students in village and city schools, and the need to reveal the possible interaction between them in more detail. The aim of the research is to determine the differences in the metaphorical portrayal of the concept of game in the paintings of primary school children attending village and city schools and to examine them in terms of some variables. The research was carried out with 10 students in the central primary school of Erzincan province and 10 students selected from a village primary school in the district of Tercan in the 2021-2022 academic year, with a total of 20 students. In the research, easily accessible case sampling and phenomenology model were used from qualitative methods. The Child Play Metaphor Form developed by the researcher was used as a data collection tool. Semi-structured interviews were conducted with the students and pictures were drawn. In the study, diversification was used to ensure the validity and reliability of the data. The data were collected by coding in line with the objectives, sub-themes were formed and analyzed by arranging the metaphors. As a result of the research, it was seen that while the children studying in the village school drew traditional games in their pictures, all of the children continuing their education in the city center painted digital games. There was no difference between the metaphors of traditional games and digital games of children studying in village school and city school. No gender-related differentiation was observed between the metaphors of the students in the village school and the city school.