Metaphorical Perceptions of Pre-Service Social Studies Teachers Towards Environmental Pollution

This study aims to examine pre-service social studies teachers' perceptions of environmental pollution as expressed through metaphors. To this end, the study seeks to answer the following question: into which categories can the pre-service teachers’ perceptions of environmental pollution be grouped? The study employs a qualitative research method and a phenomenological design. The research was conducted during the 2024–25 academic year with 161 pre-service social studies teachers enrolled at a state university in Ankara. In line with the study's purpose, the pre-service teachers were provided with a form containing the expression 'Environmental pollution is like ... because ...'. Their responses were analysed using content analysis. The results of the study revealed that the pre-service teachers generated 106 valid metaphors, which were classified into seven categories. The categories with the highest number of metaphors were: Harmful; Increasing Problem Over Time; Creating Bad Appearance; and Causing Discomfort. The pre-service teachers most frequently used the concepts of cancer and disease in their metaphors. The study suggests raising awareness at both the individual and societal levels regarding environmental pollution, as well as adopting a more holistic approach to environmental education.