Öz Bu çalışmanın amacı ilkokul 3. ve 4. sınıflarında öğrenim gören öğrencilerin "bilim" ve "fen bilimleri dersi" kavramlarına yönelik sahip oldukları algıları metaforlar aracılığı ile saptamaktır. Çalışmada nitel araştırma tekniklerinden biri olan olgubilim deseni kullanılmıştır. Araştırma örneklemini, Hatay ilinde bulunan 2016-2017 eğitim öğretim yılı güz döneminde tipik durum örnekleme yöntemiyle seçilen biri köy, biri ilçe ve biri de merkezde yer alan 3 ilkokulun 3. ve 4. sınıf öğrencileri

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... uşturmaktadır. 246 kız ve 224 erkek olmak üzere toplam 470 öğrenciden veri toplanarak ilgili analizler yapılmıştır. Araştırmanın verilerini toplamak için, ilkokul öğrencilerine "Bilim... gibidir. Çünkü..." ile "Fen bilimleri dersi... gibidir. Çünkü..." cümlelerini tamamlamaları istenmiştir. Çalışmadan elde edilen veriler içerik analizi ile analiz edilip yorumlanmıştır. Araştırma sonucunda öğrencilerin "bilim" kavramına ilişkin 103, "fen bilimleri" kavramına ilişkin ise 97 adet metafor ürettikleri görülmüştür. Üretilen bu metaforlar "bilim" için 8, "fen bilimleri dersi" için 9 farklı kategori altında toplanmıştır. Çalışma sonucunda ortalama olarak her 2 kavram için, her 4 öğrencinin bir farklı metafor ürettiği görülmüştür. Anahtar Kelimeler: İlkokul öğrencileri, bilim, fen bilimleri dersi, metafor. Abstract The aim of this study is to determine the perceptions of 3rd and 4th primary school students regarding the concepts of "science" and "science course" via metaphor. In this study, phenomenological method which is one of the qualitative research techniques was used. The sample of the research consists of 3rd and 4th grade students who are selected by the typical case sampling technique in the fall semester of 2016-2017 academic years in one village, one district and one central primary school which located in Hatay. A total of 470 students (246 female and 224 male) were collected and analyzed. The data for the study were gathered by having the students complete the sentences "Science is like .... Because ...." and "Science course is like ... Because .... ". The data were analyzed and interpreted by content analysis technique. As a result of the research, it was seen that the students produced 103 metaphors about the concept of "science" and 97 metaphors about the concept of "science course". These metaphors were further identified in 8 different categories for "science" and in 9 different categories for "science course". In this study, in average, every four students created one different metaphor for these two concepts. 2 Extended Summary Purpose and Significance: The purpose of this study is to determine the perceptions of 3rd and 4th primary school students regarding the concepts of "science" and "science course" via metaphor. The main questions given below have been investigated considering this purpose: 1. Primary students were explained their perceptions of "science" and "science course" through which concepts? 2. What categories of metaphors are proposed for the concepts of "science" and "science course"? Today, education understanding is based on the principle that information is meaningful for students and made available in daily life. This situation causes the education systems to constantly update to keep pace with the living conditions (MEB, 2013). In order to learning can be to be permanent in the students, the concepts must be concretized and they must be learned by establishing relationships with known concepts (Küçükturan, 2003; Levine, 2005) . Metaphors also help students to express abstract concepts, concrete concepts that they will learn. Metaphors are used as a means by which people understand the nature and the environment in which they live, making meaning through specific interpretations of the objective reality which seems to be meaningless (Morgan, 1998) . By creating a mental picture equivalent to thousands of words while defining metaphors, a complex story can become a very powerful means of communication through a metaphor (Sackmann, 1989) . Methodology: In this study, phenomenological method which is one of the qualitative research techniques was used. Creswell (2013) explains that when using this research technique "the researcher seeks to establish the meaning of a phenomenon from the views of the participant". The purpose of the phenomenological approach is to describe. The sample of the research consists of 3rd and 4th grade students who are selected by the typical case sampling technique in the fall semester of 2016-2017 academic years in one village, one district and one central primary school which located in Hatay. A total of 470 students (246 female and 224 male) were collected and analyzed. . The data for the study were gathered by having the students complete the sentences "Science is like .... Because ...." and "Science course is like ... Because ....". To this end, a paper was distributed to the students, to which these sentences were written. The data were analyzed and interpreted by content analysis technique. The statements of each student related to the concept of "science" and "science course" were organized under certain categories and sub-categories within the section of the statements. Categories were given according to frequencies values. Data which were collected under specific categories were converted table and supported with students' sentences. In addition to this, 2 coders' codes and categories were compared to see the competencies between them. To provide the reliability of data, the average reliability was calculated. It was calculated (consensus/(consesnsus+dissidence)x100) formula of Miles and Huberman (1994) in order to ensure reliability of date. Interpersonal consensus for the reliability of the research results is calculated as 91%.