Metaphoric Perceptions of Middle School Students About the Concept of Secularism

Abstract

Social studies is an important course in middle schools. Social studies, however, varies in scope as social studies benefit from social sciences’ knowledge production. Social studies include social sciences’ topics as well as such topics as social responsibility, socialization, social relations. These topics are directly or indirectly linked to the concept of secularism. The concept of secularism influences and shapes the political, social, military and even economic structures of a given country. The purpose of this study, by way of metaphor, is to examine the concept of secularism that students learn in social studies courses. In this study, the descriptive survey model was used and the content analysis was used in determining the categories and themes. The study group consists of students from two middle schools located in Siirt province center. The prepared forms were applied to 155 students. In determining the sample, convenience sampling was utilized from non-random sampling methods. As a result, when metaphors, categories and category ratios related to secularism are examined and they were found as 35% socially and culturally, 25% politically and administratively, 16% religiously, 13% legally and 11% in the sense of belonging. Considering the ratios, it is seen that they are considered in terms of social and cultural the most and in terms of legal and sense of belonging the least. The categorization of the secularism concept by the students at a high rate socially and culturally and politically and administratively is assessed as positive by considering the definition and structure of the concept.