Metaphorical Perceptions of Child Development Undergraduate Students Regarding the Concept of “Ethics”

Abstract

The aim of this study is to determine the perceptions of child development undergraduate students regarding ethical behavior and ethics in scientific research. The research was designed using the phenomenology pattern, one of the qualitative research methods. The study group consisted of 49 students enrolled in a child development undergraduate program, selected through convenience sampling. The data were collected using a semi-structured metaphor form and evaluated through content analysis. The study revealed that child development undergraduate students produced 38 metaphors related to the concept of ethical behavior and 34 metaphors regarding ethics in scientific research. It was found that the majority of the metaphors for both concepts fell into the categories of “protection and empowerment of fundamental rights” and “complementary-supportive.” The metaphors produced by the students regarding both ethical behavior and ethics in scientific research were found to be generally similar in structure and consisted of positive expressions.