Abstract

In this study, it is aimed to determine the perceptions of high school students about the Religious Culture and Moral Knowledge course and their teachers through metaphors. In the study, which was designed in a phenomenological (factual) design, one of the qualitative research designs, the participants were determined by the criterion sampling method, one of the purposive sampling methods. The data were collected from 262 students studying in 4 different high school institutions in the 2021-2022 academic year. The research data were obtained by completing the sentences “Religious Culture and Moral Knowledge teacher…like/because…and Religious Culture and Moral Knowledge lesson…-similar/ because……like” in the form given to them. The metaphors obtained at this stage were categorized according to their semantic content, divided into sections, expressed numerically and tabulated, and interpreted in a way that the reader can understand. As a result of the research in which the students' perceptions of the Religious Culture and Moral Knowledge course were gathered under three themes as positive, neutral and negative, it was determined that the majority of the students produced positive metaphors for the Religious Culture and Moral Knowledge Lesson and teacher.