Yasemin GULEÇ

149

İlkokul 4. Sınıf Öğrencilerin Çizimlerinde İyilik ve Kötülük Kavramları

Bu çalışmanın amacı, 4. sınıfa devam eden çocukların “iyilik ve kötülük” kavramı algılarını çizimleri yolu ile ortaya çıkarmaktır. Katılımcılar maksimum çeşitlilik örnekleme yöntemiyle üç ayrı sosyo-ekonomik çevreden İstanbul İli Fatih ilçesi’nde, Milli Eğitim Bakanlığına bağlı üç ayrı ilkokuldan seçildi. Araştırmaya 9-10 yaş arasında 104 kız, 82 erkek olarak toplam 186 öğrenci katıldı. 32 öğrenci düşük sosyo-ekonomik 67 öğrenci orta sosyo-ekonomik 87 öğrenci üst sosyo-ekonomik duruma sahipti. Çalışma fenomenolojik araştırma yöntemi ile tasarlanmış, resimler ve resimler hakkındaki görüşmelerden elde edilen veriler içerik analizi ile analiz edilmiştir. Analiz sonucunda üç ana kategori ve on üç tema ortaya çıktı. Örneklemde en yaygın kategori “iyilik kavramı”, ikincisi “kötülük kavramı” ve üçüncüsü “ iyilik-kötülük kavramına bütünsel bakış” kategorisidir. Örneklerimin tümünde en yaygın tema “toplumda iyilik” temasıdır. Burada çocuklar iyilik kavramını toplum tarafından ahlaka uygun olarak kabul edilen toplum yanlısı davranışlarla (prosocial behavior) açıkladılar. Olumlu “arkadaşlık ilişkileri” ve “yardım etme” davranışları en çok ifade edilen toplum yanlısı davranışlardı. Yardım etme davranışında yine en çok “arkadaşlık ilişkileri” ile ilgili temalar vardı. İkinci olarak en çok “yaşlılara yardım etme” davranışından bahsedildi. “Toplumda kötülük” teması, “toplumda iyilik” temasından sonra örneklemde en çok tekrar edilen temaydı. Burada çocuklar kötülük kavramını toplum tarafından ahlaka uygun olarak görülmeyen toplum yanlısı olmayan (non-prosocial behavior) davranışlar veya anti-sosyal davranışlarla açıkladılar. Toplum yanlısı olmayan ve anti-sosyal davranışlar olarak en çok olumsuz “arkadaşlık ilişkilerinden” bahsedildi. “İyilik-kötülük kavramına bütünsel bakış” kategorisindeki temalardaki çizimlerde çocuklar, iyilik ve kötülük kavramını bütünsel bir bakışla ele aldılar. Çocuklar iyi ve kötü davranışlarda bulunmanın sonuçlarını, salt itaat ahlakına dayalı ödül-ceza anlayışla açıklamaktan öte, genel anlamda bireysel, toplumsal ve çevresel açıdan ödül-ceza anlayışı ile ifade ettiler. Bu çalışma için Hacı Bektaş Veli Üniversitesi etik kurulundan 14.04.2021 tarih ve 2100016470 sayılı izin alındı.

The Concepts of Good and Evil in the Drawings of Primary School 4th Grade Students

This study aims to reveal the perceptions of the concept of "good and evil" of children who attend the 4th grade through their drawings. Participants were selected from three different socio-economic environments from three different primary schools affiliated to the Ministry of National Education in the Fatih district of Istanbul Province with the maximum variation sampling method. A total of 186 students, 104 females and 82 males, aged between 9-10 years participated in the study. 32 students had low socio- economic status, 67 students middle, 87 students had high socioeconomic status. The study was designed with a phenomenological research method, and the data obtained from the drawings and the interviews about drawings were analyzed with content analysis. As a result of the analysis, three main categories and thirteen themes emerged. The most common category in the sample was "the concept of good", the second was "the concept of evil" and the third was "a holistic view of the concept of good and evil". The most common theme in the sample was the theme of "good in society." In this theme, children explained the concept of good with pro-social behavior which is accepted as moral by society. Positive "friendship relations" and "helping" behaviors were the most expressed pro-social behaviors. Again, in helping behavior, there were themes mostly related to "friendship relations." Secondly, "helping the elderly" behavior was mostly mentioned. The theme of "evil in society" was the most frequently recurring theme in the sample, after the theme of "good in society." The children explained the concept of "evil in society" with non-prosocial behaviors or anti-social behaviors that are not considered moral by society. Negative “friendship relations” were the most frequently mentioned as non-prosocial and anti-social behavior. Children understood the concepts of good and evil from a holistic perspective in the drawings in the themes in the category of "Holistic view of the concept of good and evil." Beyond explaining the consequences of doing good and bad behavior with an understanding of reward-punishment based solely on the morality of obedience, the children generally expressed their individual, social and environmental reward-punishment understanding. For this study, permission was obtained from the ethics committee of Hacı Bektaş Veli University, dated 14.04.2021 and numbered 2100016470.
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Turkish Studies- Comparative Religious Studies-Cover
  • ISSN: 2667-5544
  • Yayın Aralığı: Yılda 4 Sayı
  • Başlangıç: 2006
  • Yayıncı: ASOS Eğitim Bilişim Danışmanlık Otomasyon Yayıncılık Reklam Sanayi ve Ticaret LTD ŞTİ
Arşiv
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