An investigation of the metaphoric perceptions of respect of primary school 4th, middle school 8th, high school 12th grade students, teachers and parents

In the study, it was aimed to examine the perceptions of primary school 4th grade, middle school 8th grade, high school 12th grade students, teachers and parents about the value of respect. For this purpose, the perceptions of students at different levels, teachers and parents about the value of respect were examined through metaphors. This research is a qualitative research in phenomenology model. The research was carried out in the first semester of the 2020-2021 academic year. The study group of the research consisted of 4th grade, 8th grade and 12th grade students studying in primary and secondary schools in Ardahan city center and villages connected to the center; Teachers and parents working in the city center of Ardahan and the villages of the center were formed. "Metaphor Development Form for Respect Value" was used as data collection tool. In the form, participants were asked to develop metaphors for respect and to state the justifications for the metaphors they developed. At the end of the research, the data were analyzed by content analysis. The data obtained were presented in tables and interpreted. For the value of respect; When the 94 metaphors developed by 4th grade students gathered under 6 conceptual categories are examined, the metaphors of love (16), joy (3), valuing (3) and honesty (3) rank first. It was mostly included in the conceptual category of metaphor, respect as value, and least in the conceptual category of respect as providing order. When the 192 metaphors developed by 8th grade students gathered under 10 conceptual categories are analyzed, the metaphors of love (22), honesty (10) and decency (9) rank first. It was mostly in the conceptual category of metaphor, respect as value, and least in the conceptual category of respect as balance. When examining 158 metaphors of 12th grade students under 7 conceptual categories, the metaphors of love (18), water (6), and value (5) took the first place. It was mostly included in the conceptual category of respect as a metaphor, respect for the world and nature, and at least in the conceptual category of respect as a higher level, respect as a unifying force. When 198 metaphors vi developed by teachers under 21 conceptual categories are examined, water (13), mirror (13) and flower (8) metaphors are in the first place. The most metaphor is in the conceptual category of respect as an element of the world and nature, while the least metaphor is in the conceptual category of respect as a unifying force, respect as a utopian concept and respect as a higher level. Examining 202 metaphors under 15 conceptual categories developed by parents, the metaphors of love (30), flower (12), and value (10) rank first. The most metaphors were in the conceptual category of respect as value, and the least metaphors were in the conceptual categories of respect as the element that considers differences and respect as happiness.