The aim of this study is to find out the contributions of geography courses to the spatial belonging development and identity construction of Turkish-origin students from different types of schools located in North Rhine-Westphalia (Nordrhein-Westfalen) state in Germany. In this study, one of the qualitative research designs, namely phenomenology, will be employed. Phenomenology is the most suitable methodological tool for this study, as it enables us to focus on experiences, livings, thoughts, sense, and feelings of individuals. The study group was determined in accordance with purposive sampling. The data was collected through semi-structured interviews and analyzed with the “MAXQDA 11" qualitative data analysis software and categories were formed. According to the research results, Turkish-origin students are aware of the important role that geography courses take firstly in familiarizing with Germany, the country they live in. It was revealed that geography courses provide students with the sense of spatial belonging and help them to embrace the place they live in by creating a certain perception of place. In other words, Turkish-origin students feel that they are part of Germany because they feel that they belong to the place. The fact that they see Germany as their home country is one of the indicators of interiorizing the geography. For them, Germany is their home country whereas Turkey is their motherland. As their families’ motherland concept is related to Turkey, they transmit the concept of motherland from their families to their social realities.
{"title":"Geography Courses in the Identity Construction and Spatial Belonging Development of Turkish-origin Students Living in Germany","authors":"Irem Pamuk, C. Öztürk, Hamza Akengin","doi":"10.33403/RIGEO.573472","DOIUrl":"https://doi.org/10.33403/RIGEO.573472","url":null,"abstract":"The aim of this study is to find out the contributions of geography courses to the spatial belonging development and identity construction of Turkish-origin students from different types of schools located in North Rhine-Westphalia (Nordrhein-Westfalen) state in Germany. In this study, one of the qualitative research designs, namely phenomenology, will be employed. Phenomenology is the most suitable methodological tool for this study, as it enables us to focus on experiences, livings, thoughts, sense, and feelings of individuals. The study group was determined in accordance with purposive sampling. The data was collected through semi-structured interviews and analyzed with the “MAXQDA 11\" qualitative data analysis software and categories were formed. According to the research results, Turkish-origin students are aware of the important role that geography courses take firstly in familiarizing with Germany, the country they live in. It was revealed that geography courses provide students with the sense of spatial belonging and help them to embrace the place they live in by creating a certain perception of place. In other words, Turkish-origin students feel that they are part of Germany because they feel that they belong to the place. The fact that they see Germany as their home country is one of the indicators of interiorizing the geography. For them, Germany is their home country whereas Turkey is their motherland. As their families’ motherland concept is related to Turkey, they transmit the concept of motherland from their families to their social realities.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47763314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Environmental and disaster consciousness of teachers are of great importance for disasters education. The teaching of some natural disasters of climate in the Environmental Problems course at an education faculty in Turkey was carried out with the Problem Based Learning (PBL) approach supported with Instructional Geocaching Game (IGG). Geocaching is an outdoor location based-digital game in which players hide a box and then share its coordinates online. Other players can find it with GPS. IGG is an educational game played with small student groups designed by teachers. This study aims to demonstrate how the IGG activities conducted outside of the classroom with the PBL approach are applied and IGG’s outcomes. The instrumental case study design was utilized with a group of 19 geography prospective teachers whom were selected by convenience sampling method. The students' views on the IGG were determined by the open-ended questionnaire and their behaviours were determined by out-of-classroom observation forms. Student performances were evaluated through the IGG portfolio. Document analysis for survey and portfolio data; descriptive analysis for observations were done. The findings revealed that students' problem-solving skills increased and they learned to use GPS technology; IGG contributed to the development of environmental awareness and disaster awareness of them by increasing motivation. In addition, some strategies for the practice of the game emerged. IGG facilitated students' PBL process and it was evaluated as a geography game by students. According to the results, the PBL-IGG approach is applicable in Geography and Environmental Problems courses.
{"title":"The Students’ Behaviours at the Instructional Geocaching Applied in Problem-Based Environmental Education","authors":"Rukiye Adanalı, M. Alım","doi":"10.33403/RIGEO.573478","DOIUrl":"https://doi.org/10.33403/RIGEO.573478","url":null,"abstract":"Environmental and disaster consciousness of teachers are of great importance for disasters education. The teaching of some natural disasters of climate in the Environmental Problems course at an education faculty in Turkey was carried out with the Problem Based Learning (PBL) approach supported with Instructional Geocaching Game (IGG). Geocaching is an outdoor location based-digital game in which players hide a box and then share its coordinates online. Other players can find it with GPS. IGG is an educational game played with small student groups designed by teachers. This study aims to demonstrate how the IGG activities conducted outside of the classroom with the PBL approach are applied and IGG’s outcomes. The instrumental case study design was utilized with a group of 19 geography prospective teachers whom were selected by convenience sampling method. The students' views on the IGG were determined by the open-ended questionnaire and their behaviours were determined by out-of-classroom observation forms. Student performances were evaluated through the IGG portfolio. Document analysis for survey and portfolio data; descriptive analysis for observations were done. The findings revealed that students' problem-solving skills increased and they learned to use GPS technology; IGG contributed to the development of environmental awareness and disaster awareness of them by increasing motivation. In addition, some strategies for the practice of the game emerged. IGG facilitated students' PBL process and it was evaluated as a geography game by students. According to the results, the PBL-IGG approach is applicable in Geography and Environmental Problems courses.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41833508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to investigate the effects of the argumentation-based science learning approach on students’ academic achievements and examine student views about use of this approach in social studies. We used a mixed methods research design to document changes as a result of an argumentation-based science learning approach implementation. The participants were 94 seventh grade students from three different classrooms of a middle school in Erzurum, Turkey. We developed the Population in our Country Academic Achievement Test to collect quantitative data before and after the implementation, and used a semi-structured interview form to collect quantitative data after the implementation. Using descriptive, one-way ANOVA, and multiple comparison Tukey test statistical data analysis methods, we analyzed the quantitative data. Then, we used content analysis method to analyze the qualitative data. Results of the quantitative data analysis showed that there was no statistically significant difference between academic achievements mean scores of the students in the experimental and control groups in the pre-test. However, after the implementation, there were statistically significant differences between groups indicating that academic achievement mean scores of students in the experimental group was statistically higher than those students in the control groups in the post-test. Results of the qualitative data analysis indicated the argumentation-based science learning approach activities helped students understand subjects better, facilitated their learning, provided permanent learning opportunities, increased their interest and attitudes towards the course, and enhanced their success in social studies. These results suggested that implementing the argumentation-based science learning approach in social studies was effective in enhancing students’ academic achievement and resulted in developing positive views of students about the approach
{"title":"Implementing Argumentation-Based Science Learning Approach in Social Studies: Academic Achievement and Students’ Views","authors":"Yavuz Akbaş, İbrahim Şahi̇n, Elif Meral","doi":"10.33403/RIGEO.529139","DOIUrl":"https://doi.org/10.33403/RIGEO.529139","url":null,"abstract":"The purpose of this study was to investigate the effects of the argumentation-based science learning approach on students’ academic achievements and examine student views about use of this approach in social studies. We used a mixed methods research design to document changes as a result of an argumentation-based science learning approach implementation. The participants were 94 seventh grade students from three different classrooms of a middle school in Erzurum, Turkey. We developed the Population in our Country Academic Achievement Test to collect quantitative data before and after the implementation, and used a semi-structured interview form to collect quantitative data after the implementation. Using descriptive, one-way ANOVA, and multiple comparison Tukey test statistical data analysis methods, we analyzed the quantitative data. Then, we used content analysis method to analyze the qualitative data. Results of the quantitative data analysis showed that there was no statistically significant difference between academic achievements mean scores of the students in the experimental and control groups in the pre-test. However, after the implementation, there were statistically significant differences between groups indicating that academic achievement mean scores of students in the experimental group was statistically higher than those students in the control groups in the post-test. Results of the qualitative data analysis indicated the argumentation-based science learning approach activities helped students understand subjects better, facilitated their learning, provided permanent learning opportunities, increased their interest and attitudes towards the course, and enhanced their success in social studies. These results suggested that implementing the argumentation-based science learning approach in social studies was effective in enhancing students’ academic achievement and resulted in developing positive views of students about the approach","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42032102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A metaphor is the expression of a concept or a phenomenon by a person by using analogy in the sense that s/he perceives. This study was conducted for the purpose of finding the mental images (i.e. the metaphors) which social studies teacher candidates have on Web 2.0 technology. The study group consisted of 77 social science teacher candidates. The raw data, which were obtained from each of the participants by completing the “ Web2.0 technology is like ..., because ... ” statement, were analyzed by employing both quantitative and qualitative data analysis techniques. The participants of the study produced 72 valid metaphors for Web 2.0 Technology. These metaphors were then examined in terms of their common features and were collected under 43 metaphors and 10 conceptual categories. According to the results of the present study, the social science teacher candidates explained Web 2.0 technology as a toolbox that contains everything in it, reflective, has the characteristic of changing, entertaining, octopus, interesting, a robot which can perform every task, canvas and informative. As a result of the present study, the metaphors that were produced by the social studies teacher candidates might be used in the process of explaining Web 2.0 concept.
{"title":"The Metaphorical Perceptions of Teacher Candidates on the Concept of “Web 2.0 Technology”","authors":"Özlem Ulu Kalın, Salih Birisci","doi":"10.33403/RIGEO.505269","DOIUrl":"https://doi.org/10.33403/RIGEO.505269","url":null,"abstract":"A metaphor is the expression of a concept or a phenomenon by a person by using analogy in the sense that s/he perceives. This study was conducted for the purpose of finding the mental images (i.e. the metaphors) which social studies teacher candidates have on Web 2.0 technology. The study group consisted of 77 social science teacher candidates. The raw data, which were obtained from each of the participants by completing the “ Web2.0 technology is like ..., because ... ” statement, were analyzed by employing both quantitative and qualitative data analysis techniques. The participants of the study produced 72 valid metaphors for Web 2.0 Technology. These metaphors were then examined in terms of their common features and were collected under 43 metaphors and 10 conceptual categories. According to the results of the present study, the social science teacher candidates explained Web 2.0 technology as a toolbox that contains everything in it, reflective, has the characteristic of changing, entertaining, octopus, interesting, a robot which can perform every task, canvas and informative. As a result of the present study, the metaphors that were produced by the social studies teacher candidates might be used in the process of explaining Web 2.0 concept.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47146493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study investigated the multiculturality attitudes of high school students using the Multiculturality Attitude Scale. The determination of the dynamics affecting students' multiculturality attitudes will provide opportunities for reconstructing the educational settings accordingly. The sample of the study was 2237 students from 24 high schools from 14 provincial centres in 7 geographical regions of Turkey. The data analysis was carried out using descriptive and inferential statistics. The analyses examined the relationships between the multiculturality attitudes of the students and their gender, class level, family income status, education level of the parents, and the geographic region of residence. The findings indicated significant differences between all dimensions of the scale (i.e., anxiety, richness, tolerance, threat, and discrimination) and the variables of the study. The findings indicated that the female students’ attitude mean scores were more positive than those of the male students. Students in Central Anatolia, Southeastern Anatolia, and Marmara regions had higher attitude scores than students from other regions. As students’ family income level increases, they regard multiculturality as a threat (ethnicity-based). Students whose parents have a high level of education regard multiculturality as a threat (ethnicity-based). In order to minimize these negative attitudes towards multiculturality in the society, people’s awareness of different life practices by various groups within a country or community offers richness that should be recognized. To achieve this, the regulation of educational experiences considering cultural diversity and normalizing transitions, the differences in the educational institutions that serve as foundation in the society-building process are of the utmost importance.
{"title":"Multiculturality Concept and Its Reflections on Education: The Case of Turkey","authors":"Nilüfer Köşker, N. Özgen","doi":"10.33403/RIGEO.505278","DOIUrl":"https://doi.org/10.33403/RIGEO.505278","url":null,"abstract":"The current study investigated the multiculturality attitudes of high school students using the Multiculturality Attitude Scale. The determination of the dynamics affecting students' multiculturality attitudes will provide opportunities for reconstructing the educational settings accordingly. The sample of the study was 2237 students from 24 high schools from 14 provincial centres in 7 geographical regions of Turkey. The data analysis was carried out using descriptive and inferential statistics. The analyses examined the relationships between the multiculturality attitudes of the students and their gender, class level, family income status, education level of the parents, and the geographic region of residence. The findings indicated significant differences between all dimensions of the scale (i.e., anxiety, richness, tolerance, threat, and discrimination) and the variables of the study. The findings indicated that the female students’ attitude mean scores were more positive than those of the male students. Students in Central Anatolia, Southeastern Anatolia, and Marmara regions had higher attitude scores than students from other regions. As students’ family income level increases, they regard multiculturality as a threat (ethnicity-based). Students whose parents have a high level of education regard multiculturality as a threat (ethnicity-based). In order to minimize these negative attitudes towards multiculturality in the society, people’s awareness of different life practices by various groups within a country or community offers richness that should be recognized. To achieve this, the regulation of educational experiences considering cultural diversity and normalizing transitions, the differences in the educational institutions that serve as foundation in the society-building process are of the utmost importance.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47116052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The foreknowledge of peoples' decision-making process during an earthquake may give important clues as to whether or not their decisions will yield secure results. In the context of earthquake education, drawing upon these clues can potentially minimize the loss of life during earthquakes to a certain extent. Thus, the aim of this study was to determine decision-making process of students during an earthquake. The research was carried out in Giresun, Turkey. One hundred twenty-two (122) eighth grade students from three middle schools were included the study as a sample base. Three decision trees were developed in order to understand students' decision process (es). Students gave their answers on the three decision trees, whereupon their answers were analyzed using descriptive statistics. The results of the study showed that some students during an earthquake chose secure options, whilst others preferred options that can lead to negative results. Students’ desire to escape from their locations during an earthquake was found to be the most common, but also the most unsafe decision. A number of other students, however, had opted to take a dangerous protection position during an earthquake. It was concluded that excessive fear of earthquakes and the negative influence of the media both have an effect on making unsafe decisions. The study suggested that people ought to be assured that there is a low possibility of buildings completely collapsing during an earthquake. It also recommended that people should take non-structural rather than structural risks into consideration during an earthquake, and that they ought to base their make decisions according to these risks.
{"title":"Decision-Making of Middle School Students during an Earthquake","authors":"Mustafa Cin, Şerif Ali Değirmençay","doi":"10.33403/RIGEO.505271","DOIUrl":"https://doi.org/10.33403/RIGEO.505271","url":null,"abstract":"The foreknowledge of peoples' decision-making process during an earthquake may give important clues as to whether or not their decisions will yield secure results. In the context of earthquake education, drawing upon these clues can potentially minimize the loss of life during earthquakes to a certain extent. Thus, the aim of this study was to determine decision-making process of students during an earthquake. The research was carried out in Giresun, Turkey. One hundred twenty-two (122) eighth grade students from three middle schools were included the study as a sample base. Three decision trees were developed in order to understand students' decision process (es). Students gave their answers on the three decision trees, whereupon their answers were analyzed using descriptive statistics. The results of the study showed that some students during an earthquake chose secure options, whilst others preferred options that can lead to negative results. Students’ desire to escape from their locations during an earthquake was found to be the most common, but also the most unsafe decision. A number of other students, however, had opted to take a dangerous protection position during an earthquake. It was concluded that excessive fear of earthquakes and the negative influence of the media both have an effect on making unsafe decisions. The study suggested that people ought to be assured that there is a low possibility of buildings completely collapsing during an earthquake. It also recommended that people should take non-structural rather than structural risks into consideration during an earthquake, and that they ought to base their make decisions according to these risks.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43715579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Innovation is an integral part of much of today’s society, including geography teaching. Geography education has the potential to develop through innovative approaches to the formation of methods and content in the classroom. The concept of innovation is much discussed, but there has been minimal research into teachers' actual understanding of innovation. The aim of the following study is to determine the understanding of innovation by geography teachers, and specifically to identify understanding and assessment patterns that lead to certain intentions for acting with innovation. First, a theoretical framework is developed in the form of an innovation matrix, which allows innovation to be divided into different classes, levels of impact and with corresponding actors in geography lessons. Subsequently, ten geography teachers were asked in an empirical study in narrative interviews about their understanding and assessment of innovations. The results of this study showed different patterns of understanding and assessment of innovation, perceived innovative methods, media and content in class and obstacles to the implementation of innovation.
{"title":"Understanding and Assessment of Innovation by Geography Teachers in North Rhine- Westphalia: A German Case Study","authors":"Maxim Krohmer, Alexandra Budke","doi":"10.33403/RIGEO.505228","DOIUrl":"https://doi.org/10.33403/RIGEO.505228","url":null,"abstract":"Innovation is an integral part of much of today’s society, including geography teaching. Geography education has the potential to develop through innovative approaches to the formation of methods and content in the classroom. The concept of innovation is much discussed, but there has been minimal research into teachers' actual understanding of innovation. The aim of the following study is to determine the understanding of innovation by geography teachers, and specifically to identify understanding and assessment patterns that lead to certain intentions for acting with innovation. First, a theoretical framework is developed in the form of an innovation matrix, which allows innovation to be divided into different classes, levels of impact and with corresponding actors in geography lessons. Subsequently, ten geography teachers were asked in an empirical study in narrative interviews about their understanding and assessment of innovations. The results of this study showed different patterns of understanding and assessment of innovation, perceived innovative methods, media and content in class and obstacles to the implementation of innovation.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44354902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this research is to examine the effectiveness of teaching the 6th grade (12-13 years old) social studies lessons’ unit ‘‘Our Country’s Resources’’ by place based teaching method on student achievement. This research was conducted in 2013-2014 academic year for six weeks in a public secondary school in Milas. In this research, an intervention and a control group were used. The intervention group was taught the unit with the place-based teaching method. The control group was taught the unit by their normal classroom instruction. Both the control and the intervention group student achievement was measured with pre- and post-tests, which were developed by the researcher, in order to examine the student achievement between the two groups. Post and pre-test scores was analysed by using Two-factor ANOVA. According to this analyse findings, the students of the experiment group educated with place based method attained the learning goals significantly higher as compared to the control group students receiving normal classroom instruction. In conclusion it is clear that place based education method more effective for student achievement in social studies education.
{"title":"The Impact of Place Based Education Approach on Student Achievement in Social Studies","authors":"Mavi Akkaya Yilmaz, U. Karakus","doi":"10.33403/RIGEO.505261","DOIUrl":"https://doi.org/10.33403/RIGEO.505261","url":null,"abstract":"The objective of this research is to examine the effectiveness of teaching the 6th grade (12-13 years old) social studies lessons’ unit ‘‘Our Country’s Resources’’ by place based teaching method on student achievement. This research was conducted in 2013-2014 academic year for six weeks in a public secondary school in Milas. In this research, an intervention and a control group were used. The intervention group was taught the unit with the place-based teaching method. The control group was taught the unit by their normal classroom instruction. Both the control and the intervention group student achievement was measured with pre- and post-tests, which were developed by the researcher, in order to examine the student achievement between the two groups. Post and pre-test scores was analysed by using Two-factor ANOVA. According to this analyse findings, the students of the experiment group educated with place based method attained the learning goals significantly higher as compared to the control group students receiving normal classroom instruction. In conclusion it is clear that place based education method more effective for student achievement in social studies education.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46897628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the views of social studies and geography teachers on their table, graphic, diagram interpretation and preparation skill (TGDI-PS). In according with this study, the research was designed in the mixed method, in which both quantitative and qualitative data collection instruments were used together. The research was conducted with the participation of teachers working in Eskis ehir, I stanbul and Ankara (in Turkey) during the 2017-2018 Fall Semester. The quantitative side of the research was made with the participation of 207 teachers from the fields of geography and social studies. The qualitative side of the research was made with the participation of 5 geography and 5 social studies teachers. The data were gathered with the questionnaire and interview forms that were prepared by the researcher. As the result of the analysis of the gathered data, although the views of the teachers on their TGDI-PS were found to be positive, it was found that this did not reflect an implementation. It was concluded that the most important reference for the relevant skills is the textbooks. Furthermore, it was found that tables were given the place in the lessons of the teachers the most and it was followed by graphics, whereas diagram visuals were not given any place in their lessons. In the lessons of social studies and geography, it was found that only the level of ‘interpretation/reading’ level of TGDI-PS was performed and problems were experienced at the level of ‘preperation/drawing’. Under the light of the gathered findings, recommendations were made.
{"title":"Table, Graphic, and Diagram Interpretation and Preparation Skills: Social Studies and Geography Teachers’ Practice and Beliefs","authors":"Fitnat Gürgil","doi":"10.33403/RIGEO.505266","DOIUrl":"https://doi.org/10.33403/RIGEO.505266","url":null,"abstract":"This study aims to determine the views of social studies and geography teachers on their table, graphic, diagram interpretation and preparation skill (TGDI-PS). In according with this study, the research was designed in the mixed method, in which both quantitative and qualitative data collection instruments were used together. The research was conducted with the participation of teachers working in Eskis ehir, I stanbul and Ankara (in Turkey) during the 2017-2018 Fall Semester. The quantitative side of the research was made with the participation of 207 teachers from the fields of geography and social studies. The qualitative side of the research was made with the participation of 5 geography and 5 social studies teachers. The data were gathered with the questionnaire and interview forms that were prepared by the researcher. As the result of the analysis of the gathered data, although the views of the teachers on their TGDI-PS were found to be positive, it was found that this did not reflect an implementation. It was concluded that the most important reference for the relevant skills is the textbooks. Furthermore, it was found that tables were given the place in the lessons of the teachers the most and it was followed by graphics, whereas diagram visuals were not given any place in their lessons. In the lessons of social studies and geography, it was found that only the level of ‘interpretation/reading’ level of TGDI-PS was performed and problems were experienced at the level of ‘preperation/drawing’. Under the light of the gathered findings, recommendations were made.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43169562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of this research is to reveal out the effect of the activities prepared based on the 4MAT teaching method on the academic achievement of the students, with respect to the unit, "The Journey of Democracy", included in social studies curriculum for 6th-graders. In accordance with this goal, the research was conducted using the Solomon four-group experimental model. The study group of the research consisted of 80 sixth graders studying, in the 2017-2018 academic year, at a public secondary school in Merkezefendi district of Denizli province located in the west of Turkey. The research was conducted in a total of four different classes each of which consisted of 20 students. Classes 6/A and 6/C made up the experiment group whereas classes 6/B and 6/D made up the control group. An achievement test developed by the researcher, consisting of 25 questions, with a KR20 value of .80, was used as the mean of data collection. Four options were offered for each question included in the achievement test and the students were asked to mark the option they deemed to be true. In the analysis of the data, frequency, arithmetic mean, percent, standard deviation; and t-test and covariance (ANCOVA) tests among the difference tests, were used. At the end of the research, it was concluded that the 4MAT teaching method was more effective than the existing teaching method in improving the academic achievement of the students with respect to the unit 'The Journey of Democracy".
{"title":"The Effect of Using the 4MAT Teaching Method in 6th-Grade Social Studies Education on the Academic Achievement of Students","authors":"Yusuf Inel","doi":"10.33403/RIGEO.505234","DOIUrl":"https://doi.org/10.33403/RIGEO.505234","url":null,"abstract":"The goal of this research is to reveal out the effect of the activities prepared based on the 4MAT teaching method on the academic achievement of the students, with respect to the unit, \"The Journey of Democracy\", included in social studies curriculum for 6th-graders. In accordance with this goal, the research was conducted using the Solomon four-group experimental model. The study group of the research consisted of 80 sixth graders studying, in the 2017-2018 academic year, at a public secondary school in Merkezefendi district of Denizli province located in the west of Turkey. The research was conducted in a total of four different classes each of which consisted of 20 students. Classes 6/A and 6/C made up the experiment group whereas classes 6/B and 6/D made up the control group. An achievement test developed by the researcher, consisting of 25 questions, with a KR20 value of .80, was used as the mean of data collection. Four options were offered for each question included in the achievement test and the students were asked to mark the option they deemed to be true. In the analysis of the data, frequency, arithmetic mean, percent, standard deviation; and t-test and covariance (ANCOVA) tests among the difference tests, were used. At the end of the research, it was concluded that the 4MAT teaching method was more effective than the existing teaching method in improving the academic achievement of the students with respect to the unit 'The Journey of Democracy\".","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48785051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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