Araştırma Makalesi
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Authentic Social Studies Teaching: The Effect of Semantic Geo-media Material on Learning

Yıl 2018, Cilt: 8 Sayı: 2, 273 - 310, 31.08.2018

Öz




















The aim of this research is
to produce a teaching material (Bilge Seyyah), which can be used in social
studies course, and determine its effect on learning. Bilge Seyyah is a
geo-media application, which is created with ADDIE instructional design model.
The Bilge Seyyah was developed with new technologies such as the latest software
languages and web 3.0. The Bilge Seyyah presented the contents of the social
studies course to students with authentic learning approach. It decided the
authentic - dynamic contents, tasks and maps itself that will be shown to the
students. In order to provide this, the geo-media was semantified. Afterwards,
the effect of the Bilge Seyyah on learning was tested. For this, quantitative
data were obtained with quasi-experimental model. In this context, the control
(n=43) and experiment (n=41) groups were randomly determined among the sixth
grade students in the fall term of 2015-2016 educational year. To determine the
academic achievements and the permanence in learnings of the students in the
groups, the “Turks on the Silk Road Unit Academic Achievement Test”, developed
by the researchers, was applied as pre-and post-test on students in the groups.
The attitudes of the students towards social studies course were determined
with “Attitude Scale towards Social Studies Lesson” scale. The data gathered
from the scales were analysed via the independent groups’t-test. The findings
indicate that the academic achievements, permanence in learning and attitudes
towards social studies course of the students in experimental group were higher
than those in control group were. Considering the results of the study,
recommendations were given to educators.
 

Kaynakça

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Yıl 2018, Cilt: 8 Sayı: 2, 273 - 310, 31.08.2018

Öz

Kaynakça

  • Akkoyunlu, B., Altun, A., & Soylu, Yılmaz. (2008). Öğretim tasarımı (1st Ed.). Ankara: Maya Akademi.
  • Arkün, S. (2007). A study on development process of a multimedia learning environment, according to ADDIE model and students’ opinion on the environment (Unpublished master's thesis). Hacettepe University, Graduate School of Science and Engineering, Ankara.
  • Azarmi, S. (2010). The use of authentic games in English language teaching (Unpublished doctoral dissertation). Gazi University, Institute of Social Sciences, Ankara.
  • Bademci, V. (2011). A study on the Kuder-Richardson 20, Cronbach’s alpha, Hoyt’s analysis of variance, generalizability theory and score reliability. Dicle University Journal of Ziya Gökalp Faculty of Education. 1(17), 173-193.
  • Baloğlu Uğurlu, N., & Aladağ, E. (2015). The placing of spatial thinking in Turkish social studies education and social studies teachers’ opinion about this issue. Marmara Geographical Review. (32), 22-42.
  • Başol, G. (2015). Eğitimde ölçme ve değerlendirme (3rd Ed.). Ankara: Pegem Akademi.
  • Bay, E., Küçükoğlu, A., Kaya, H. İ., Köse, E., Ozan, C., Taşgın, A., & Gündoğdu, K. (2010). The effect of authentic evaluation on learner achievement and attitutes in teacher training. Paper presented at the 1st National Training Programs and Education Congress, Balıkesir University, Balıkesir. Retrieved from https://www.pegem.net/Akademi/kongrebildiri_detay.aspx?id=117843
  • Bektaş, M., & M. B. Horzum. (2014). Otantik öğrenme. In Bahri, A. (Eds.), Otantik Öğrenme. (1-81). Ankara: Pegem Akademi.
  • Boran, G. (1999). Using television programmes in English as a source of authentic EFL video materials: A study on students and teachers attitudes (Unpublished doctoral dissertation). Gazi University, Institute of Social Sciences, Ankara.
  • Büyüköztürk, Ş. Çokluk, Ö., & Köklü, N. (2013). Sosyal bilimler için istatistik (13th Ed.). Ankara: Pegem Akademi.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E. , Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri (14th Ed.). Ankara: Pegem Akademi.
  • Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi (4th Ed.) Ankara: Pegem Akademi.
  • Christmas, D. (2014). Authentic pedagogy: implications for education. European Journal of Research and Reflection in Educational Sciences. 2(4), 51-57.
  • Cohen, J. (1977). Statistical power analysis for the behavioral sciences. London: Academic Press, Inc.
  • Cohen, J. (1992). A Power Primer. Psychological bulletin. 112(1), 155.159.
  • Cohen, J. (2008). Statistical power analysis for the behavioral sciences. (2nd Ed.). New York: Lawrence Erlbaum Associates, Publishers.
  • Çoklar, A. N. (2014). Web ortamında çoklu ortam tasarımı. In Dursun, Ö., & Odabaşı, H. F. (Eds.), Çoklu ortam tasarımı. (217-233). Ankara: Pegem Akademi.
  • Cor, C. (2011). Une étude sur des documents authentiques et l'autonomie de l'apprenant (Unpublished master's thesis). Marmara University Institute of Educational Sciences, İstanbul.
  • DeCarlo, L. T. (1997). On the meaning and use of kurtosis. Psychological Methods, 2(3), 292-307.
  • Demir, S. B., & Akengin, H. (2010). Developing an attitude scale towards social sciences course: validity and reliability study. E-International Journal of Educational Research. 1(1), 26-40.
  • Demircan, H. (2004). A study on the impact of authentic materials on EFL students' achievement, retention and opinions regarding two grammer units at high school level (Unpublished master's thesis). Middle East Technical University, Graduate School of Social Sciences, Ankara.
  • Demirli, C., & Kütük, Ö. F. (2010). An overview semantic web (web 3.0) and ontologies. Istanbul Commerce University Journal of Science. 9(18), 95-105.
  • Digital-earth.eu Progress Report. (2010). Geo-media in schools. EU: EACEA.
  • Dirlikli, M. (2015). The effect of cooperative learning methods on academic achivement and retention in the subject of analytical examination of the circle and their reflections in classroom (Unpublished doctoral dissertation). Atatürk University, Institute of Educational Sciences, Erzurum.
  • Donert, K. (2013). Geoinformation, geomedia and data for schools. Retrieved from http://www.eurogeography.eu/digitalearth/R-geoinformation-v2.pdf
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  • Maddox, L. E. (2012). The impact of authentic pedagogy on student learning in tenth grade history courses (Unpublished doctoral dissertation). Auburn University: Auburn, Alabama.
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  • Ulusoy, G. (2012). Authentic video use in high school English courses: An empirical study on the effect of situation comedy on speaking (Unpublished master's thesis). Süleyman Demirel University, Graduate School of Natural and Applied Sciences, Isparta.
  • Uuemaa E., & Liiber, Ü. (2014). The experience of using geoportal in national geography Olympiad in Estonia. T. Jekel, A. Car, J. Strobl, & G. Griesebner (Eds.), GI_Forum 2014 – Geospatial Innovation for Society (pp. 328-331). Salzburg: University of Salzburg.
  • Varmış Kılıç, Z. (2011). The effect of authentic materials on 12th grade students' attitudes and motivation in EFL classes (Unpublished master's thesis). Akdeniz University, Institute of Social Sciences, Antalya.
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  • Yalvaç Hastürk, G. (2013). Investigating and assessing the changes in the teacher candidates' cognitive structures about some environmental topics in authentic learning environments (Unpublished doctoral dissertation). Gazi University, Institute of Educational Sciences, Ankara.
  • Yanpar Yelken, T. (2014). Öğretim teknolojileri ve materyal tasarımı. (12th Ed.). Ankara: Anı Yayıncılık.
  • Yeşiltaş, E., & Kaymakçı, S. (2014). Technological dimension of Turkish social studies curricula. International Journal of Eurasia Social Sciences, 5(16), 314-340.
Toplam 106 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Zekeriya Fatih İneç Bu kişi benim

Erdal Akpınar Bu kişi benim

Yayımlanma Tarihi 31 Ağustos 2018
Gönderilme Tarihi 25 Ekim 2017
Kabul Tarihi 4 Temmuz 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 8 Sayı: 2

Kaynak Göster

APA İneç, Z. F., & Akpınar, E. (2018). Authentic Social Studies Teaching: The Effect of Semantic Geo-media Material on Learning. Review of International Geographical Education Online, 8(2), 273-310.
AMA İneç ZF, Akpınar E. Authentic Social Studies Teaching: The Effect of Semantic Geo-media Material on Learning. Review of International Geographical Education Online. Ağustos 2018;8(2):273-310.
Chicago İneç, Zekeriya Fatih, ve Erdal Akpınar. “Authentic Social Studies Teaching: The Effect of Semantic Geo-Media Material on Learning”. Review of International Geographical Education Online 8, sy. 2 (Ağustos 2018): 273-310.
EndNote İneç ZF, Akpınar E (01 Ağustos 2018) Authentic Social Studies Teaching: The Effect of Semantic Geo-media Material on Learning. Review of International Geographical Education Online 8 2 273–310.
IEEE Z. F. İneç ve E. Akpınar, “Authentic Social Studies Teaching: The Effect of Semantic Geo-media Material on Learning”, Review of International Geographical Education Online, c. 8, sy. 2, ss. 273–310, 2018.
ISNAD İneç, Zekeriya Fatih - Akpınar, Erdal. “Authentic Social Studies Teaching: The Effect of Semantic Geo-Media Material on Learning”. Review of International Geographical Education Online 8/2 (Ağustos 2018), 273-310.
JAMA İneç ZF, Akpınar E. Authentic Social Studies Teaching: The Effect of Semantic Geo-media Material on Learning. Review of International Geographical Education Online. 2018;8:273–310.
MLA İneç, Zekeriya Fatih ve Erdal Akpınar. “Authentic Social Studies Teaching: The Effect of Semantic Geo-Media Material on Learning”. Review of International Geographical Education Online, c. 8, sy. 2, 2018, ss. 273-10.
Vancouver İneç ZF, Akpınar E. Authentic Social Studies Teaching: The Effect of Semantic Geo-media Material on Learning. Review of International Geographical Education Online. 2018;8(2):273-310.