Bu araştırmanın amacı üniversite öğrencilerin savaş ve barış kavramı hakkındaki düşüncelerini ortaya koymaktır. Bu amaçla üniversite öğrencilerinden savaş ve barış kavramı ile ilgili çizim yapmaları istenmiştir. Araştırmaya Kafkas Üniversitesi Eğitim Fakültesi Okul Öncesi Öğretmenliği Anabilim Dalı öğrencileri ile Kars Sağlık Yüksekokulu Hemşirelik Bölümünde öğrenim gören öğrenciler katılmıştır. Kafkas Üniversitesi’nde resim dersleri seçmeli dersler arasında yer almaktadır. Bu dersi yürüten öğretim görevlisi ile görüşüldüğünde bahsedilen alanlarda eğitim gören öğrencilerin çalışmaya katılabileceği anlaşılmıştır. Çalışma nitel araştırma yöntemine dayanmaktadır. Üniversite öğrencilerinden savaş ve barış kavramını anlatan çizimler yapmaları istenmiştir. Çalışmada öğrencilere çizimleri ile ilgili yönlendirme yapılmamıştır. Çalışmanın sonuçları öğrencilerin çizdikleri şekiller ve renkler açısından değerlendirilmiştir. Çalışmada güvercin ve zeytin dalının barışın simgesi olarak çizildiği görülmüştür. Askeri malzemeler ise savaşı anlatmak için kullanılmıştır. Barışla ilgili semboller çizilirken mavi, yeşil, ve sarı renkler kullanılmıştır. Savaş tasvir edilirken ise kırmızı, siyah ve sarının kirli tonları tercih edilmiştir. Kara kalem çalışmalarında ise koyu tonlar savaşı; açık tonlar ise barışı tasvir etmektedir. Bu çalışmadan hareketle tarih bölümleri ile diğer sosyal bilimler bölümlerinde de benzer çalışmalar yapılabilir. Bu çalışmalarla bölümlerin savaş ve barış algıları karşılaştırılabilir. Bahsedilen yöntemle yapılacak olan çalışmaların tarih eğitimi alanına katkı sağlayacağı düşünülmektedir.

The concept of war and peace has an equal value with the history of humanity. War has different meanings for different people. To some people, war is something to be abolished. For some other people, those fighting must be punished. Besides that, there are some people regarding war as a means of development (Wright, 1942). In addition, the researches carried out into the student attitudes towards war concept are of significant places in the literature. Porter was an important starting point for the qualitative researches with his study conducted in 1926. Droba (1931) and Pihblad (1935) investigated the attitudes of university students with regard to the concept of war in their studies. The quantitative studies carried out by Cantrill, Rugg, Williams (1940), Duffy (1941), Preston (1942), Stagner (1942), Kuhlen (1943) are the studies that were conducted to determine the attitudes towards war during the Second World War. Cooper (1965) investigated how children between the ages 7-12 perceived war and the student views over the reasons of war. As found in the literature, whether there is a significant relation between the concepts of war and peace and the variables of gender, age and professions were tested. Hakwoort and Oppenheimer (1993) carried out a research into how Dutch and Swedish students defined the war and peace concepts. Depending on the practical researches in the literature, it is likely to see that Spielman (1986), Porat (2004), Salomon (2004), Ilham Nasser and Mohammed Abu- Nimer (2007) carried out a study into Arab – Israeli conflict while Barton and McCully (2005), Cairns et al. (2006) made a research into children and adults in various subjects. In another study carried out by Sunström (1983), children from Finland and Iceland expressed their feelings of fear about future. In a study carried out by Walker et al., (2003), children at the ages of 3 -12 in the USA depicted peace as an interpersonal communication and as a negative peace. As for war, they drew it as fighting, group conflict, death as a result of war and they reflected the feelings regarding war as negative ones. It was found in the drawings by children over war that video games, television, the Internet and war films has a significant effect. It was found in another study carried out by Bowmen et al., (2003) that there is an impact of computer games and war films on their drawings regarding war. A study carried out Dilek (2009) was aim at sixth grade students use their imagination skills in the historical thinking process and how they construct the past. Drawing method was used. It was seen that most students have the ability to reconstruct the past and appreciate by using the historical sources. In a study carried out by Buldu (2009) United Arab Emirates, children at the age of 5 – 8 were made to draw pictures over how they defined war. In another study conducted by Michae and Rajuan (2009); Yadrida, Elchhawi and Gan (2012), Arab and Jewish students expressed their prejudice against each other in their drawings. The purpose of the current study was to determine how students expressed their feelings about the concepts of war and peace through their drawings. For that reason, the following questions were tried to be answered. 1. By which shapes did university students express the concept of war and peace in the drawings? 2. Which colours did university students use in their drawings regarding the concepts of war and peace? The current study is a descriptive survey based on document analysis. The content obtained from the students was analysed through content analysis. An inductive analysis method was used. It was aimed to understand the imply lying under the data and the relations between these concepts through inductive analysis coding (Yıldırım and Şimşek, 2006): 227). The structures of though could be coded out of words, sentences and behaviours by coding the data obtained. Following the data collection, a coding system is created and themes