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Assessment of Geography Perceptions of Primary School Teacher Candidates by Draw-Write-Tell Technique

Year 2023, Volume: 12 Issue: 1, 57 - 72, 30.01.2023
https://doi.org/10.14686/buefad.1134079

Abstract

This study aimed to introduce the geography perceptions of primary school teacher candidates. The working group of the study that adopted a qualitative research method consisted of 160 primary school teacher candidates from all grade levels studying at a university in northern Turkey during the 2021-2022 academic year. In the first stage of the study, completed in three steps, students were asked to draw items that came to their minds with the word geography, clarifying their perceptions of geography. In the second stage, they were instructed to elucidate the connection between their drawings and geography term in detail through writing. In the third stage, however, unstructured interviews were conducted with 13 participants voluntarily selected from the study group to comprehend their motivations for choosing the drawings. Data were analyzed using the content analysis method. The drawing results demonstrated that it is possible to classify the broad geography perceptions of the students into nine different themes. In their drawings, the participants identified the most political events and phenomena with geography and reflected their perspectives in this direction. The reasons underlying the geography perceptions of the participants were divided into six different categories, including political and economic aspects. The study outcomes revealed that participants’ geography perceptions took shape on the axis of modern-day political and economic issues, that geography is a critical power source at both local and global levels, and that it is a significative and determining factor for the future of living creatures.

References

  • Akman, Ö., & Ekinci, H. (2021). Suriyeli ortaokul öğrencilerinin sosyal bilgiler algısının çiz-yaz-anlat tekniği ile incelenmesi. [Evaluation of Syrian Secondary School Students’ Perception of Social Sciences with Draw-Write-Tell Technique]. Vakanüvis-Uluslararası Tarih Araştırmaları Dergisi, 6 (Prof. Dr. Süleyman Büyükkarcı Özel Sayısı), Aralık 2021, 82-115.
  • Alkis, S. (2009). Turkish geography trainee teachers' perceptions of geography. International Research in Geographical and Environmental Education, 18(2), 120-133.
  • Angell, C., Alexander, J., & Hunt, J. A. (2015). ‘Draw, write and tell’: A literature review and methodological development on the ‘draw and write’ research method. Journal of Early Childhood Research, 13(1), 17–28. https://doi.org/10.1177/1476718X14538592
  • Arrowsmith, C., Bagoly-Simó, P., Finchum, A., Oda, K., & Pawson, E. (2011). Student employability and its implications for geography curricula and learning practices. Journal of Geography in Higher Education, 35(3), 365-377.
  • Artvinli, E., & Kaya, N. (2010). 1992 uluslararası coğrafya eğitimi bildirgesi ve türkiye’deki yansımaları. [1992 international charter on geographical education and its reflections in turkey]. Marmara Coğrafya Dergisi, (22), 93-127.
  • Bednarz, S., Heffron, S., & Huynh, N. (2013). A road map for 21st century geography education: Geography education research (a report from the Geography Education Research Committee of the road map for 21st century geography education project). Washington, DC: Association of American Geographers.
  • Bent, G. J., Bakx, A., & Brok, P. (2014). Pupils’ perceptions of geography in Dutch primary schools: Goals, outcomes, classrooms environment, and teacher knowledge and performance. Journal of Geography, 113(1), 20-34.
  • Catling, S. (2004). An understanding of geography: The perspectives of English primary trainee teachers. GeoJournal, 60(2), 149–158.
  • Catling, S. (2014). Pre-service primary teachers’ knowledge and understanding of geography and its teaching: A review. Review of International Geographical Education Online, 4(3), 235-260.
  • Çifçi, T., & Dikmenli, Y. (2019). Why geography learning: Candidate teachers’ views for geography course. Review of International Geographical Education Online, 9(3), 557-576.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (3. bs.) [Qualitative research methods: Qualitative research and research design according to five approaches (3th ed.)] (Mesut Bütün & Selçuk Beşir Demir, trans.). Siyasal Publishing.
  • Demirbaş, R. (2013). Perceptions of pre-service social sciences teachers regarding the concept of geography by mind mapping technique. Educational Research and Reviews, 8(9), 496-505.
  • Department of Education and Skills & National Council for Curriculum and Assessment [DES & NCCA]. (1999). Primary school curriculum. Dublin: The Stationery Office. http://www.curriculumonline.ie/Primary.
  • Dolan, A. M., Waldron, F., Pike, S., & Greenwood, R. (2014). Student teachers’ reflections on prior experiences of learning geography. International Research in Geographical and Environmental Education, 23(4), 314-330.
  • Durmuş, E., & Baş, K. (2016). Sosyal bilgiler öğretmen adaylarinin coğrafya kavramina ilişkin metaforik algıları [The metaphoric perception of social sciences teacher candidates’ about the concept of geography]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 26(1), 75-92.
  • Fatima, M. (2016). Perceptions of geography as a discipline among students of different academic levels in pakistan. Review of International Geographical Education Online, 6(1), 67-85.
  • Gans, P., Hemmer, I., Hemmer, M., & Miener, K. (2018). The perception of geography among the german population findings of a representative survey. Erdkunde, 72(1), 23-40.
  • Geçit, Y., & Gençer, G. (2011). Sınıf öğretmenlığı 1. sınıf öğrencilerinin coğrafya algılarının metafor yoluyla belirlenmesi (Rize üniversitesi örneği). [Determining the geographical perception of the 1st. grade students in the department of primary education through metaphor (Example of rize university)]. Marmara Coğrafya Dergisi, (23), 1-19.
  • Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press.
  • Goha, M. M., Purwati, N. H., & Permatasari, T. A. E. (2020). Children pain perception using the draw, write and tell method. The International Journal of Social Sciences World (TIJOSSW), 2(2), 69–76.
  • Gökçe, N., & Öztürk, F. (2013). İlköğretim öğrencilerinin coğrafya algıları. [Primary school students’ perception about issues related to geography]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(25), 92-118.
  • Green, C. J., & Lliaban, S. (2020). Exploring rural alaskan children's spatial autonomy and environmental competency through a draw-write-and-tell method. Children, Youth and Environments, 30(1), 47-65.
  • Heffron, S. G., & Downs, R. M. (2012). Geography for Life: National Geography Standards; Geography Education Standards Project (GENIP). National Council for Geographic Education.
  • Herman, G. V., Biriș, M. S., Ilieș, D. C., Caciora, T., Ilieș, A., Wendt, J. A., & Sopota D. (2020). The perception of geography in school and society. Baltic Journal of Health and Physical Activity, Special Issue (1):112-119.
  • Karatekin, K., Sönmez, Ö., F. (2016). Sosyal bilgiler öğretiminde neden coğrafya?. Dursun Dilek (Ed.). Sosyal Bilgiler Eğitimi (pp. 151-175). Pegem Publishing.
  • Knecht, P., Spurná, M., & Svobodová, H. (2020). Czech secondary pre-service teachers’ conceptions of geography. Journal of Geography in Higher education, 44(3), 458-473.
  • Knight, J., & Robinson, R. (2017) What is geography? Perceptions of first year undergraduates in south africa, Journal of Geography in Higher Education, 41(2), 230-245. https://doi.org/10.1080/03098265.2017.1293625
  • Kola-Olusanya, A. (2017). Young adults’ contextualization of environmental and sustainability issues: a critical issue for environmental education intervention. Journal of Education in Black Sea Region, 3(1), 2-17.
  • Lunn Brownlee, J., Curtis, E., Spooner-Lane, R., & Feucht, F. (2017). Understanding children's epistemic beliefs in elementary education. Education 3-13, 45(2), 191-208.
  • Merriam, S.B. (2013). Nitel araştırma desen ve uygulama için bir rehber (3. bs.) [Qualitative research: A guide to design and implementation (3th ed.)] (Selahattin Turan, trans.). Nobel Akademik Publishing.
  • Meydan, A. (2013). Sosyal bilgilerde coğrafyanın yeri ve önemi, Refik Turan and Kadir Ulusoy (Ed.). Sosyal Bilgilerin Temelleri (pp. 96-114). Pegem Publishing.
  • Morley, E. (2012). English primary trainee teachers’ perceptions of geography. International Research in Geographical and Environmental Education, 21, 123–137.
  • Mutlu, F., & Nacaroglu, O. (2019). Examination of perceptions of gifted students about climate change and global warming. Journal of Baltic Science Education, 18(5), 780-792.
  • Opoku, F. (2019). Perceptions of geography among ghanaian senior high school students: A phenomenological study. International Journal of Geography and Geography Education, 39, 1-9.
  • Özcan, H., & Demirel, R. (2019). Ortaokul öğrencilerinin çevre sorunlarına yönelik bilişsel yapılarının çizimleri aracılığıyla incelenmesi. [Exploring middle school students' cognitive structures about environmental problems through their drawings]. Başkent University Journal of Education, 6(1), 68-83.
  • Özgen, N. (2011). Coğrafya öğretmen adaylarinin coğrafya algıları: Türkiye örneği. [Geography perceptions of prospective geography teachers: example of turkey]. Education Sciences, 6(4), 2569-2587.
  • Öztürk, M., & Alkış, S. (2009). Sınıf öğretmeni adaylarının coğrafya ile ilgili algılamaları. [Primary-school student teachers’ perceptions of geography]. İlköğretim Online Dergisi, 8(3),782-797.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (6. bs.) [Qualitative research & evaluation methods (6th ed.)] (Mesut Bütün ve Selçuk Beşir Demir, trans.). Pegem Publishing.
  • Pınar, E., & Yakışan, M. (2016). İlkokul öğrencilerinin çevre kavramları ile ilgili çizimlerinin analizi [Analyze of the drawings on environmental concepts of the primary school students]. Trakya University Journal of Education, 8(1), 97-113.
  • Pope, N., Tallon, M., Leslie, G., & Wilson, S. (2018). Using ‘draw, write and tell’ to understand children's health related experiences: Learning with children through research. Nurse Researcher, 29(2), htts://doi.org/10.7748/nr2018.e1594
  • Preston, L. (2015). Australian primary in-service teachers’ perspectives of geography. International Research in Geographical and Environmental Education, 24(2), 167–180.
  • Puttick, S., Paramore, J., & Gee, N. (2018). A critical account of what “geography” means to primary trainee teachers in England. International Research in Geographical and Environmental Education, 27(2), 165-178.
  • Reinfried, S., & Hertig, P. (2011). Geographical education: How human-environment-society processes work. Encyclopedia of Life Support Systems (EOLSS).
  • Sahin, S. H. (2016). Analysis of pre-service social sciences teachers' geography perceptions through metaphors: Case of dumlupinar university. Journal of Education and Training Studies, 4(2), 159-168.
  • Senyurt, S. (2014). Turkish primary students’ perceptions of geography. Journal of Geography, 113(4), 160-170.
  • Şeyihoğlu, A., & Geçit, Y. (2010). Sınıf öğretmenlerinin “coğrafya” imajlari. [Class teachers’ images about “geography”]. International Journal Of Eurasia Social Sciences, 1(1), 59-75
  • Spurná, M., Knecht, P., & Svobodová, H. (2021). Perspectives on geography education in the czech national Curriculum. International Research in Geographical and Environmental Education, 30(2), 164-180.
  • Taşoğlu, M. (2010). Coğrafya öğretiminde okul dışı etkinliklerin öğrencinin akademik başarısına etkisi. [Activities outside school teaching geography of the student's academic effects of success]. Master’s Thesis, Marmara University.
  • Üztemur, S. (2020). Conception of history through drawings: pre-service social studies teachers’ conceptions of history. International Journal of Eurasian Education and Culture, 5(8), 301-339.
  • Üztemur, S., & Dinç, E. (2018). Ortaokul öğrencilerinin epistemolojik inançlarının keşfedilmesinde öğrenci merkezli bir yaklaşım: Çiz-Yaz-Anlat Tekniği [A student-centered approach to explore middle school students’ epistemological beliefs: Draw-Write-Tell Technique]. Journal of History Culture and Art Research, 7(3), 566-592.
  • Üztemur, S., Dinç, E., & Ekinci, H. (2020). Using draw-write-tell technique to explore middle school students' conceptions of the social studies course. Turkish Online Journal of Qualitative Inquiry, 11(2), 280-305.

Sınıf Öğretmeni Adaylarının Coğrafya Algılarının Çiz-Yaz-Anlat Tekniğiyle İncelenmesi

Year 2023, Volume: 12 Issue: 1, 57 - 72, 30.01.2023
https://doi.org/10.14686/buefad.1134079

Abstract

Bu araştırmanın amacı, sınıf öğretmeni adaylarının coğrafya algılarını ortaya koymaktır. Nitel araştırma yönteminin benimsendiği araştırmanın çalışma grubunu 2021-2022 eğitim-öğretim yılında Türkiye’nin kuzeyinde yer alan bir üniversitede okuyan her sınıf düzeyinden 160 sınıf öğretmeni adayı oluşturmaktadır. Üç aşamada gerçekleştirilen çalışmanın birinci aşamasında coğrafya algılarını tespit edebilmek için öğrencilerden coğrafya denince akıllarına gelen şeyleri çizmeleri istenmiştir. İkinci aşamada çizimleri ile coğrafya arasındaki bağlantıyı ayrıntılı bir şekilde açıklayarak yazmaları istenmiştir. Üçüncü aşamada çalışma grubu içerisinden seçilen 13 gönüllü katılımcıyla çizimleri seçme nedenlerine yönelik yapılandırılmamış mülakatlar yapılmıştır. Verilerin analizinde içerik analizi yöntemi kullanılmıştır. Çizimlerden elde edilen sonuçlar, öğrencilerin genel coğrafya algılarının 9 farklı tema altında toplandığını göstermiştir. Katılımcılar çizimlerinde coğrafya ile en çok siyasi olay ve olguları özdeşleştirmiş ve bakış açılarını bu doğrultuda çizimlerine yansıtmışlardır. Katılımcıların coğrafya algılarının altında yatan nedenler siyasi ve ekonomik faktörler olmak üzere 6 ayrı kategoride toplanmıştır. Araştırma sonuçları, katılımcıların coğrafya algılarının günümüz siyasal ve ekonomik faktörler ekseninde şekillendiğini, coğrafyanın yerel ve küresel boyutta önemli bir güç kaynağı olduğunu ve coğrafyanın canlıların geleceğini belirleyici ve tayin edici nitelikte olduğunu ortaya koymuştur.

References

  • Akman, Ö., & Ekinci, H. (2021). Suriyeli ortaokul öğrencilerinin sosyal bilgiler algısının çiz-yaz-anlat tekniği ile incelenmesi. [Evaluation of Syrian Secondary School Students’ Perception of Social Sciences with Draw-Write-Tell Technique]. Vakanüvis-Uluslararası Tarih Araştırmaları Dergisi, 6 (Prof. Dr. Süleyman Büyükkarcı Özel Sayısı), Aralık 2021, 82-115.
  • Alkis, S. (2009). Turkish geography trainee teachers' perceptions of geography. International Research in Geographical and Environmental Education, 18(2), 120-133.
  • Angell, C., Alexander, J., & Hunt, J. A. (2015). ‘Draw, write and tell’: A literature review and methodological development on the ‘draw and write’ research method. Journal of Early Childhood Research, 13(1), 17–28. https://doi.org/10.1177/1476718X14538592
  • Arrowsmith, C., Bagoly-Simó, P., Finchum, A., Oda, K., & Pawson, E. (2011). Student employability and its implications for geography curricula and learning practices. Journal of Geography in Higher Education, 35(3), 365-377.
  • Artvinli, E., & Kaya, N. (2010). 1992 uluslararası coğrafya eğitimi bildirgesi ve türkiye’deki yansımaları. [1992 international charter on geographical education and its reflections in turkey]. Marmara Coğrafya Dergisi, (22), 93-127.
  • Bednarz, S., Heffron, S., & Huynh, N. (2013). A road map for 21st century geography education: Geography education research (a report from the Geography Education Research Committee of the road map for 21st century geography education project). Washington, DC: Association of American Geographers.
  • Bent, G. J., Bakx, A., & Brok, P. (2014). Pupils’ perceptions of geography in Dutch primary schools: Goals, outcomes, classrooms environment, and teacher knowledge and performance. Journal of Geography, 113(1), 20-34.
  • Catling, S. (2004). An understanding of geography: The perspectives of English primary trainee teachers. GeoJournal, 60(2), 149–158.
  • Catling, S. (2014). Pre-service primary teachers’ knowledge and understanding of geography and its teaching: A review. Review of International Geographical Education Online, 4(3), 235-260.
  • Çifçi, T., & Dikmenli, Y. (2019). Why geography learning: Candidate teachers’ views for geography course. Review of International Geographical Education Online, 9(3), 557-576.
  • Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (3. bs.) [Qualitative research methods: Qualitative research and research design according to five approaches (3th ed.)] (Mesut Bütün & Selçuk Beşir Demir, trans.). Siyasal Publishing.
  • Demirbaş, R. (2013). Perceptions of pre-service social sciences teachers regarding the concept of geography by mind mapping technique. Educational Research and Reviews, 8(9), 496-505.
  • Department of Education and Skills & National Council for Curriculum and Assessment [DES & NCCA]. (1999). Primary school curriculum. Dublin: The Stationery Office. http://www.curriculumonline.ie/Primary.
  • Dolan, A. M., Waldron, F., Pike, S., & Greenwood, R. (2014). Student teachers’ reflections on prior experiences of learning geography. International Research in Geographical and Environmental Education, 23(4), 314-330.
  • Durmuş, E., & Baş, K. (2016). Sosyal bilgiler öğretmen adaylarinin coğrafya kavramina ilişkin metaforik algıları [The metaphoric perception of social sciences teacher candidates’ about the concept of geography]. Fırat Üniversitesi Sosyal Bilimler Dergisi, 26(1), 75-92.
  • Fatima, M. (2016). Perceptions of geography as a discipline among students of different academic levels in pakistan. Review of International Geographical Education Online, 6(1), 67-85.
  • Gans, P., Hemmer, I., Hemmer, M., & Miener, K. (2018). The perception of geography among the german population findings of a representative survey. Erdkunde, 72(1), 23-40.
  • Geçit, Y., & Gençer, G. (2011). Sınıf öğretmenlığı 1. sınıf öğrencilerinin coğrafya algılarının metafor yoluyla belirlenmesi (Rize üniversitesi örneği). [Determining the geographical perception of the 1st. grade students in the department of primary education through metaphor (Example of rize university)]. Marmara Coğrafya Dergisi, (23), 1-19.
  • Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Duquesne University Press.
  • Goha, M. M., Purwati, N. H., & Permatasari, T. A. E. (2020). Children pain perception using the draw, write and tell method. The International Journal of Social Sciences World (TIJOSSW), 2(2), 69–76.
  • Gökçe, N., & Öztürk, F. (2013). İlköğretim öğrencilerinin coğrafya algıları. [Primary school students’ perception about issues related to geography]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 1(25), 92-118.
  • Green, C. J., & Lliaban, S. (2020). Exploring rural alaskan children's spatial autonomy and environmental competency through a draw-write-and-tell method. Children, Youth and Environments, 30(1), 47-65.
  • Heffron, S. G., & Downs, R. M. (2012). Geography for Life: National Geography Standards; Geography Education Standards Project (GENIP). National Council for Geographic Education.
  • Herman, G. V., Biriș, M. S., Ilieș, D. C., Caciora, T., Ilieș, A., Wendt, J. A., & Sopota D. (2020). The perception of geography in school and society. Baltic Journal of Health and Physical Activity, Special Issue (1):112-119.
  • Karatekin, K., Sönmez, Ö., F. (2016). Sosyal bilgiler öğretiminde neden coğrafya?. Dursun Dilek (Ed.). Sosyal Bilgiler Eğitimi (pp. 151-175). Pegem Publishing.
  • Knecht, P., Spurná, M., & Svobodová, H. (2020). Czech secondary pre-service teachers’ conceptions of geography. Journal of Geography in Higher education, 44(3), 458-473.
  • Knight, J., & Robinson, R. (2017) What is geography? Perceptions of first year undergraduates in south africa, Journal of Geography in Higher Education, 41(2), 230-245. https://doi.org/10.1080/03098265.2017.1293625
  • Kola-Olusanya, A. (2017). Young adults’ contextualization of environmental and sustainability issues: a critical issue for environmental education intervention. Journal of Education in Black Sea Region, 3(1), 2-17.
  • Lunn Brownlee, J., Curtis, E., Spooner-Lane, R., & Feucht, F. (2017). Understanding children's epistemic beliefs in elementary education. Education 3-13, 45(2), 191-208.
  • Merriam, S.B. (2013). Nitel araştırma desen ve uygulama için bir rehber (3. bs.) [Qualitative research: A guide to design and implementation (3th ed.)] (Selahattin Turan, trans.). Nobel Akademik Publishing.
  • Meydan, A. (2013). Sosyal bilgilerde coğrafyanın yeri ve önemi, Refik Turan and Kadir Ulusoy (Ed.). Sosyal Bilgilerin Temelleri (pp. 96-114). Pegem Publishing.
  • Morley, E. (2012). English primary trainee teachers’ perceptions of geography. International Research in Geographical and Environmental Education, 21, 123–137.
  • Mutlu, F., & Nacaroglu, O. (2019). Examination of perceptions of gifted students about climate change and global warming. Journal of Baltic Science Education, 18(5), 780-792.
  • Opoku, F. (2019). Perceptions of geography among ghanaian senior high school students: A phenomenological study. International Journal of Geography and Geography Education, 39, 1-9.
  • Özcan, H., & Demirel, R. (2019). Ortaokul öğrencilerinin çevre sorunlarına yönelik bilişsel yapılarının çizimleri aracılığıyla incelenmesi. [Exploring middle school students' cognitive structures about environmental problems through their drawings]. Başkent University Journal of Education, 6(1), 68-83.
  • Özgen, N. (2011). Coğrafya öğretmen adaylarinin coğrafya algıları: Türkiye örneği. [Geography perceptions of prospective geography teachers: example of turkey]. Education Sciences, 6(4), 2569-2587.
  • Öztürk, M., & Alkış, S. (2009). Sınıf öğretmeni adaylarının coğrafya ile ilgili algılamaları. [Primary-school student teachers’ perceptions of geography]. İlköğretim Online Dergisi, 8(3),782-797.
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. (6. bs.) [Qualitative research & evaluation methods (6th ed.)] (Mesut Bütün ve Selçuk Beşir Demir, trans.). Pegem Publishing.
  • Pınar, E., & Yakışan, M. (2016). İlkokul öğrencilerinin çevre kavramları ile ilgili çizimlerinin analizi [Analyze of the drawings on environmental concepts of the primary school students]. Trakya University Journal of Education, 8(1), 97-113.
  • Pope, N., Tallon, M., Leslie, G., & Wilson, S. (2018). Using ‘draw, write and tell’ to understand children's health related experiences: Learning with children through research. Nurse Researcher, 29(2), htts://doi.org/10.7748/nr2018.e1594
  • Preston, L. (2015). Australian primary in-service teachers’ perspectives of geography. International Research in Geographical and Environmental Education, 24(2), 167–180.
  • Puttick, S., Paramore, J., & Gee, N. (2018). A critical account of what “geography” means to primary trainee teachers in England. International Research in Geographical and Environmental Education, 27(2), 165-178.
  • Reinfried, S., & Hertig, P. (2011). Geographical education: How human-environment-society processes work. Encyclopedia of Life Support Systems (EOLSS).
  • Sahin, S. H. (2016). Analysis of pre-service social sciences teachers' geography perceptions through metaphors: Case of dumlupinar university. Journal of Education and Training Studies, 4(2), 159-168.
  • Senyurt, S. (2014). Turkish primary students’ perceptions of geography. Journal of Geography, 113(4), 160-170.
  • Şeyihoğlu, A., & Geçit, Y. (2010). Sınıf öğretmenlerinin “coğrafya” imajlari. [Class teachers’ images about “geography”]. International Journal Of Eurasia Social Sciences, 1(1), 59-75
  • Spurná, M., Knecht, P., & Svobodová, H. (2021). Perspectives on geography education in the czech national Curriculum. International Research in Geographical and Environmental Education, 30(2), 164-180.
  • Taşoğlu, M. (2010). Coğrafya öğretiminde okul dışı etkinliklerin öğrencinin akademik başarısına etkisi. [Activities outside school teaching geography of the student's academic effects of success]. Master’s Thesis, Marmara University.
  • Üztemur, S. (2020). Conception of history through drawings: pre-service social studies teachers’ conceptions of history. International Journal of Eurasian Education and Culture, 5(8), 301-339.
  • Üztemur, S., & Dinç, E. (2018). Ortaokul öğrencilerinin epistemolojik inançlarının keşfedilmesinde öğrenci merkezli bir yaklaşım: Çiz-Yaz-Anlat Tekniği [A student-centered approach to explore middle school students’ epistemological beliefs: Draw-Write-Tell Technique]. Journal of History Culture and Art Research, 7(3), 566-592.
  • Üztemur, S., Dinç, E., & Ekinci, H. (2020). Using draw-write-tell technique to explore middle school students' conceptions of the social studies course. Turkish Online Journal of Qualitative Inquiry, 11(2), 280-305.
There are 51 citations in total.

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Primary Language English
Subjects Other Fields of Education
Journal Section Articles
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Görkem Avcı 0000-0002-4489-1613

Early Pub Date January 20, 2023
Publication Date January 30, 2023
Published in Issue Year 2023 Volume: 12 Issue: 1

Cite

APA Avcı, G. (2023). Assessment of Geography Perceptions of Primary School Teacher Candidates by Draw-Write-Tell Technique. Bartın University Journal of Faculty of Education, 12(1), 57-72. https://doi.org/10.14686/buefad.1134079

All the articles published in the journal are open access and distributed under the conditions of CommonsAttribution-NonCommercial 4.0 International License 

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