PROSPECTIVE SOCIAL STUDIES TEACHERS’ METAPHORICAL PERCEPTIONS AND VIEWS ON CONCEPT MAPS

Abstract

Concept maps are one of the effective teaching and learning tools that facilitate the establishment of a link between students’ learning processes and the theory of meaningful learning, whilst supporting the organisation of information through inter-conceptual connections. The aim of this study is to reveal the meanings that prospective teachers ascribe to concept maps and their awareness of the impact of these on the teaching process. This is a qualitative study employing a phenomenological research design. The study group consists of prospective teachers enrolled in the Social Studies Teaching Department of the Faculty of Education at a state university in Turkey during the 2025–2026 academic year. The data collection tools used were the “Semi-Structured Interview Form” and the “Metaphor Form”, both prepared by the researcher. The data obtained from the metaphor form and the interview form were analysed using content analysis. Furthermore, researcher triangulation was employed in this study to enhance reliability and validity. Based on the participants’ perceptions of concept maps, it was observed that they establish connections between concepts in their minds and organise information through concept maps, creating a visual schema in a form they can understand. Furthermore, it was concluded that concept maps facilitate learning, promote long-term retention, and help structure knowledge.

Keywords: Concept map, metaphor, prospective teacher, visual diagram.