Examination of map reading skills with orienteering activity: An example of Many Facet Rasch Model

Year 2022, Volume: 9 Issue: Special Issue, 258 - 282, 29.11.2022

Şeyma Uyar Onur Yayla Hidayet Zünber

https://doi.org/10.21449/ijate.1116273

Abstract

The purpose of the current study is to examine the map reading skills of Social Studies pre-service teachers with orienteering, which is an activity-based and more active practice. To this end, a total of 10 students attending the Department of Social Studies Teaching in the Education Faculty of Burdur Mehmet Akif Ersoy University and taking the course of Map Skills and Applications were selected. An analytical rubric consisting of four criteria and scored in four categories was used to collect data in the study. The content validity of the developed rubric was calculated with the Davis Technique and it was thought that sufficient evidence was obtained for the content validity. During the orienteering activity, the map reading skills of the students were scored by 5 raters with this rubric in terms of four criteria, direction/location, recognizing signs/symbols, using landforms and managing time. They were examined with the many-facet Rasch model (MFRM). Map reading skills were evaluated according to the severity/leniency of the raters and the difficulty of the students in exhibiting the behavior. The results of the analysis showed that the agreement between the raters was found to be good. It was also concluded that the most difficult skill is determining direction/location and the easiest skill is using landforms.

Keywords

Many Facet Rasch Model, Rater reliability, Rubric, Spatial thinking, Orienteering

References

• Abbak, A. (2021). Harita okuma ve yorumlama becerisinin incelenmesi. Journal of Social Sciences and Education, 4(1), 158-180. https://doi.org/10.53047/josse.829665
• Adams, W.P. (1972). Geography and orienteering. Journal of Geography, 71(8), 473-480. https://dx.doi.org/10.1080/00221347208985332
• Akcan, İ.O. (2016). Orienteering elite athletes of the relationship between the visual reaction time with decision-making styles [Unpublished Master’s Thesis, Gazi University]. Publication No. 426905. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Akengin, H., Tuncel, G., & Cendek, M.E. (2016). Öğrencilerde harita okuryazarlığının geliştirilmesine ilişkin sosyal bilgiler öğretmenlerinin görüşleri [The social sciences teachers’ opinions about developing map literacy of students]. Marmara Geographical Review, 34(1), 61-69. https://dergipark.org.tr/en/pub/marucog/issue/24661/260863
• Akkuş, Z., & Kuzey, M. (2018). Ortaokul öğrencilerinin harita ve yön becerilerine sahip olma ve bu becerileri yaşama aktarabilme durumları üzerine bir değerlendirme [An examination on having map students and implementing these skills to their life]. Journal of National Education, 47(218), 201-234. https://dergipark.org.tr/en/download/article-file/556496
• Aksoy, H., & Ünlü, M. (2012). Coğrafya derslerinde harita becerisine yönelik uygulamaların öğrenci tutumlarına etkisi [Effect of student attitudes applications ability maps in geography]. Marmara Geographical Review, 26(1), 16 41. https://dergipark.org.tr/tr/pub/manucog/issue/473/3875
• Aktürk, V., Yazıcı, H., & Bulut, R. (2013). Sosyal bilgiler dersinde animasyon ve dijital harita kullanımının öğrencilerin mekân algılama becerilerine yönelik etkileri [The effects of using maps in social studies class on students’ space perception skills]. Marmara Geographical Review, 28, 1-17. https://dergipark.org.tr/tr/pub/marucog/issue/475/3922
• Alım, M., & Girgin, M. (2012). Coğrafya dersleri için kabartma harita yapımı [Relief map making for geography lessons]. Eastern Geographical Review, 16(25), 183-192. https://dergipark.org.tr/tr/pub/ataunidcd/issue/2453/31238
• Andrich, D. (1978). A rating formulation for or dered response categories. Psychometrika, 43(1), 561-573.
• Anthamatten, P., Bryant, L.M., Ferrucci, B.J., Jennings, S., & Theobald, R. (2018). Giant maps as pedagogical tools for teaching geography and mathematics. Journal of Geography, 117(5), 183-192. https://doi.org/10.1080/00221341.2017.1413413
• Arıkan, A., & Aladağ, E. (2019). The effect of orienteering course on map literacy skills of students at school of physical education and sports. International Journal of Geography and Geography Education (IGGE), 40(1), 124-138.
• Artvinli, E. (2021). Development of map skills of students with orienteering social studies course in secondary school. In E. Artvinli (Ed.) IGU proceedings of geographical education sessions (pp. 105-109). https://igc2021.org
• Atayeter, Y., Yayla, O., Tozkoparan, U. & Sakar, T. (2018). Sosyal bilgiler öğretmen adaylarının mekânsal düşünme becerilerinin incelenmesi (Burdur ili örneği) [Examination of spatial thinking skils of social studies teacher candidates (example of Burdur province)]. Multidiscipliner Studies 4 (Educational Sciences), 1(1), 29-45.
• Atit, K., Weisberg, S.M., Newcombe, N.S., & Shipley, T.F. (2016). Learning to interpret topographic maps: Understanding layered spatial information. Cognitive Research: Principles and Implications, 1(1), 1-18. https://doi.org/10.1186/s41235-016-0002-y
• Ayuldeş, M. (2020). The effect of the application of orienteering practices in primary education 6th grade social studies education on students' academic achievement and map literacy levels [Unpublished Master’s Thesis, Trabzon University]. Publication No. 652851. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Bahar, H.H., Sayar, K. & Başıbüyük, A. (2010). İlköğretim öğrencilerinin kroki okuma becerilerinin incelenmesi (Erzincan örneği) [The study of sketch map reading skills of the students in primary school (Erzincan sample)]. Fırat University Journal of Social Sciences, 20(1), 229-246. https://dergipark.org.tr/tr/pub/firatsbed/issue/45190/565886
• Băițan, G.F. (2022). Orienteering‒a necessary sports discipline for training the military. Bulletin of "Carol I" National Defence University, 11(1), 110 116. https://doi.org/10.53477/2284-9378-22-67
• Baird, J.A., Hayes, M., Johnson, R., Johnson, S., & Lamprianou, I. (2013). Marker effects and examination reliability: A comparative exploration from the perspectives of generalizability theory, Rasch modelling and multilevel modelling. Oxford University Centre for Educational Assessment.
• Balcı, A. (2015). Coğrafya öğretmen adaylarının coğrafi arazi uygulamalarındaki harita okuryazarlıklarını tespitine yönelik bir araştırma [A study on the determination of map literacy of geography teacher candidates in geographical land applications]. The Journal of Academic Social Science, 10(3), 16-35.
• Bartz, B.S. (1970). Maps in the classroom. Journal of Geography, 69(1), 18-24. https://doi.org/10.1080/00221347008981738
• Bednarz, S.W., Acheson, G., & Bednarz, R.S. (2006). Maps and map learning in social studies. Social Education, 70, 398 404. https://www.socialstudies.org/system/files/publications/articles/se_700706398.pdf
• Bednarz, W.S. (2001). Thinking spatially: ıncorporating geographic information science in pre and post secondary education. In L. Teoksessa Houtsonen and M. Tammilehto (Eds.), Innovative practices in geographical education (Pp. 3-7). Helsinki: Proceedings of The Helsinki Symposium of The IGU Commission on Geographical Education.
• Borich, G.D., & Bauman, P.M. (1972). Convergent and discriminant validation of the french and spatial visualization factors. Educational and Psychological Measurement, 32(4), 1029-1033. https://doi.org/10.1177/001316447203200418
• Buğdaycı, İ., & Bildirici, İ.Ö. (2009). Harita kullanımının coğrafya eğitimindeki önemi [The ımportance of map usage in geography education]. TMMOB Harita ve Kadastro Mühendisleri Odası, 12(1), 11-15.
• Büyüköztürk, S., Kılıç-Çakmak, E., Akgün, O.E., Karadeniz, Ş., & Demirel, F. (2019). Bilimsel araştırma yöntemleri [Scientific research methods] (26th Ed.). Ankara: Pegem Akademi Publication.
• Candan, G. (2019). Coğrafya eğitiminde oryantiring etkinliklerinin kullanımı [Use of orienteering activities in geography education]. Geography For All, 1(2), 19-26.
• Carbonel-Carrera, C. & Hess Medler, S. (2017). Spatial orientation skill ımprovement with geospatial applications: report of a multi-year study. ISPRS International Journal of Geo-Information, 6(9), 278. https://doi.org/10.3390/ijgi6090278
• Carbonell-Carrera, C., & Bermejo Asensio, L.A. (2016). Augmented reality as a digital teaching environment to develop spatial thinking. Cartography and geographic information science, 44(3), 259-270. https://doi.org//10.1080/15230406.2016.1145556
• Carlin, B.P., & Louis, T.A. (2008). Bayesian methods for data analysis. CRC Press.
• Carswell, R.J. (1971). The role of the user in the map communication process: Children's abilities in topographic map reading. Cartographica: The International Journal for Geographic Information and Geovisualization, 8(2), 40 45. https://doi.org/10.3138/UV32-7523-G562JKJ4
• Chen, J.L., & Stanney, K.M. (1999). A theoretical model of wayfinding in virtual environments: proposed strategies for navigational aiding. Presence, 8(6), 671-685. https://doi.org/10.1162/105474699566558
• Çalışkan, O. (2015). Coğrafya eğitimi ve arazi çalışmaları [Geography education and field studies]. Pegem Academia Publication.
• Çepni, O. (2019). Location analysis. In B. Aksoy, B. Akbaba & B. Kılcan (Eds.). Social studies skills education (1st ed.) (pp. 367-386). Pegem Academia Publication.
• Da Silva, C.N. (2015). Interactive digital games for geography teaching and understanding geographical space. Creative Education, 6(1), 692 700. http://dx.doi.org/10.4236/ce.2015.67070
• Darakçı, S. (2014). Sosyal bilgiler öğretim programı ve ders kitaplarında harita kullanımı [Use of map in the social studies teaching program and textbooks]. Mehmet Akif Ersoy University Journal of The Institute of Educational Sciences, 4(3), 15 31. https://dergipark.org.tr/tr/pub/ebed/issue/22328/239289
• Darling-Hammond, L., Adamson, F., & Abedi, J. (2010). Beyond basic skills: The role of performance assessment in achieving 21st century standards of learning (p. 52). Stanford Center for Opportunity Pollcy in Education.
• Demiralp, N. (2006). Coğrafya eğitiminde harita ve küre kullanım becerileri [Map and globe usage skills ingeography education]. Turkish Journal of Educational Sciences, 4(3), 323-343. https://dergipark.org.tr/en/pub/tebd/issue/26119/275163
• Demirci, A., Karaburun, A., & Ünlü, M. (2013). Ortaöğretim kurumlarında cbs tabanlı projelerin uygulanması ve etkinliği [Implemantation and effectiveness of GIS-based projects in secondary schools]. Journal of Geography, 112(5), 214 228. https://doi.org/10.1080/00221341.2013.770545
• Dong, W., Jiang, Y., Zheng, L., Liu, B., & Meng, L. (2018). Assessing map-reading skills using eye tracking and bayesian structural equation modelling. Sustainability, 10(9), 1-13. https://doi.org/10.3390/su10093050
• Eckes, T. (2009). Many-facet rasch measurement. In S. Takala (ed.), Reference supplement to the manual for relating language examinations to the common european framework of reference for languages: Learning, teaching, assessment (section H). Council Of Europe/Language Policy Division
• Engelhard, G.Jr. & Myford, C.M. (2003). Monitoring faculty consultant performance in the advancedplacement English literature and composition program with a many-faceted Rasch model. College Board Research Report, 2003(1), ETS RR 03 01. http://dx.doi.org/10.1002/j.2333-8504.2003.tb01893.x
• Engelhard, G.Jr. (1994). Examining rater errors in the assessment of written composition with a many-faceted rasch model. Journal of Educational Measurement, 31(2), 93- 112 https://doi.org/10.1111/j.1745-3984.1994.tb00436.x
• Erguvan, I.D., & Aksu Dunya, B. (2020). Analyzing rater severity in a freshman composition course using many facet Rasch measurement. Language Testing in Asia 10(1), 1-20. https://doi.org/10.1186/s40468-020-0098-3
• Ertuğrul, Z. (2008). The determination of 6th grade primary school students? map and globe usage skills [Unpublished Master’s Thesis, Gazi University]. Publication No. 219055. http://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Gersmehl, P.J., & Gersmehl, C.A. (2007). Spatial thinking by young children: neurologic evidence for early development and “educability”. Journal Of Geography, 106(5), 181-191. https://doi.org/10.1080/00221340701809108
• Gilhooly, K.J., Wood, M., Kinnear, P.R., & Green, C. (1988). Skill in map reading and memory for maps. The Quarterly Journal of Experimental Psychology Section A, 40(1), 87-107. https://doi.org/10.1080/14640748808402284
• Golledge, R.G., Jacobson, R.D., Kitchin, R., & Blades, M. (2000). Cognitive maps, spatial abilities, and human wayfinding. Geographical review of Japan, Series B., 73(2), 93-104. https://doi.org/10.4157/grj1984b.73.93
• Goodrich, H.G. (1997). Understanding rubrics. Educational Leadership, 54(4), 14-17.
• Görmez, E. (2021). Ortaokul öğrencilerinin harita okuryazarlık becerisi yeterlilikleri üzerine bir çalışma [A study on map literacy skill competences of secondary school students]. Journal of Van Yüzüncü Yıl University Faculty of Education, 18(2), 712-733. https://doi.org/10.33711/yyuefd.1029178
• Güler, N. (2014). Analysis of open-ended statistics questions with many facet rasch model. Eurasian Journal of Educational Research, 55(1), 73 90. https://dx.doi.org/10.14689/ejer.2014.55.5
• Güneş, G. & Öztürk-Demirbaş, Ç. (2020). Sosyal bilgiler öğretmen adaylarının harita kullanabilme beceri düzeylerinin farklı değişkenler açısından incelenmesi [Investigation of social studies teacher candidates’ level of map using skills in terms of different variables]. MANAS Journal of Social Studies, 9 (4), 2145 2158. https://dergipark.org.tr/tr/pub/mjss/issue/57186/675955
• Haiyang, S. (2010). An application of classical test theory and many-facet rasch measurement in analyzing the reliability of an english test for non-english major graduates. Chinese Journal of Applied Linguistics (Foreign Language Teaching & Research Press), 33(2), 87-102.
• Hung, S., Chen, P. & Chen, H. (2012). Improving creativity performance assessment: A rater effect examination with Many Facet Rasch Model. Creativity Research Journal, 24(4), 345-357. https://doi.org/10.1080/10400419.2012.730331
• Huynh, N.T., & Sharpe, B. (2013). An assessment instrument to measure geospatial thinking expertise. Journal of Geography, 112(1), 3 17. https://doi.org/10.1080/00221341.2012.682227
• International Cartographic Association (ICA) (2022,11). International Cartographic Association (ICA). https://icaci.org/
• İncekara, S., Karatepe, A., & Karaburun, A. (2008). Ortaöğretim coğrafya derslerinde cbs yoluyla harita okuma becerisinin kazandırılmasına yönelik bir uygulama [An application about how to teach topographic map reading with gis in secondary school geography courses]. Marmara Geographical Review, 17(1), 97 110. https://dergipark.org.tr/tr/pub/marucog/issue/464/3735
• Jo, I. & Bednarz, S.W. (2014-a). Dispositions toward teaching spatial thinking through geography: conceptualization and an exemplar assessment. Journal of Geography, 113(5), 198-207.
• Jo, I. & Bednarz, S.W. (2014-b). Developing pre-service teachers’ pedagogical content knowledge for teaching spatial thinking through geography. Journal of Geography in Higher Education, 38(2), 301-313.
• Jo, I. (2007). Aspect of spatial thinking in geography textbook [Unpublished Doctoral Dissertation]. Seoul National University.
• Jo, I. (2011). Fostering a spatially literate generation: explicit instruction in spatial thinking for preservice teachers (Unpublished doctoral dissertation). Office of Graduate Studies of Texas A&M University, Texas, USA.
• Karasar, N. (2005). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Publication Distribution.
• Kaya Uyanık, G., Güler, N., Taşdelen Teker, G., & Demir, S. (2019). Fen bilimleri dersi etkinliklerinin çok yüzeyli rasch modeliyle analizi [The analysis of elementary science education course activities through many-facet rasch model]. Kastamonu Education Journal, 27(1), 139-150. https://doi.org/10.24106/kefdergi.2417
• Kaymakçı, S. (2015). Tarih öğretiminde harita becerilerinin gerekliliği üzerine bir çalışma [A study on the necessity of map skills in history teaching]. Ataturk University Journal of Social Sciences Institute,19(3), 127 154. https://dergipark.org.tr/tr/pub/ataunisosbil/issue/45086/563148
• Kıroğlu K. (2006). Yeni ilköğretim programları (1-5. sınıflar) [New primary education programs (1-5th grade)]. Pegem Academia Publication.
• Kızılçaoğlu, A., & Ünlü, M. (2008). 9. sınıfta dilsiz haritaların kullanımına yönelik aktivite önerileri [Suggestions of outline map activities for the 9the grade geography course]. Marmara Geographical Review, 17(1), 45 67. https://dergipark.org.tr/tr/pub/marucog/issue/464/3732
• Kızılçaoğlu, A. (2007). Harita becerilerine pedagojik bir bakış [A pedagogical look at map skills]. Selcuk University Journal of Social Studies, 18(1), 341 358. https://dergipark.org.tr/tr/pub/susbed/issue/61794/924246
• Koç, H. & Karatekin, K. (2016). Sosyal bilgiler öğretmen adaylarının harita okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi [Investigation of social studies teacher candidates’ map literacy levels in terms of various variables]. Bolu Abant İzzet Baysal University Journal of Education, 16 (USBES Special Issue II), 441-461. https://app.trdizin.gov.tr/publication/paper/detail/TWpNNE5qSTRPQT09
• Koç, H., & Bulut, İ. (2014). Gestalt kuramının öğrencilerin harita okuma ve yorumlama beceri düzeyleri üzerine etkisini belirlemeye yönelik bir inceleme [An investigation into the ımpacts of gestalt theory on learners map literacy skills]. Marmara Geographical Review, (30), 1-19. https://doi.org/10.14781/mcd.26337
• Koç, H., Aksoy, B. & Çifçi, T. (2017). Farklı lisans programlardaki öğrencilerin harita okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi: Cumhuriyet üniversitesi örneği [An examination of map literacy levels of students from various undergraduate programmes according to several variables: Cumhuriyet university sample]. Erzincan University Journal of Education Faculty, 19(3), 301-321. https://doi.org/10.17556/erziefd.331083
• Koláčný, A. (1969). Cartographic information—a fundamental concept and term in modern cartography. The Cartographic Journal, 6(1), 47 49. https://doi.org/10.1179/caj.1969.6.1.47
• Lee, J.W. (2005). Effect of gis learning on spatial ability (Unpublished Doctoral Dissertation). A Dissertation Graduate Studies of Texas A&M University, Texas, USA.
• Li, J. & Lindsey, P. (2015). Understanding variations between student and teacher application of rubrics. Assessing Writing, 26(1), 67–79. https://doi.org/10.1016/j.asw.2015.07.003
• Linacre, J.M. (1994). Constructing measurement with a many-facet rasch model. In Wilson, M. (Ed.), Objective measurement: Theory into practice, (2nd Ed.) (pp. 129-144). Ablex.
• Linacre, J.M. (2021). A user’s guide to facets rasch-model computer programs. Available online www.winsteps.com
• Lobben, A.K. (2007). Navigational map reading: Predicting performance and identifying relative influence of map-related abilities. Annals of The Association of American Geographers, 97(1), 64-85. https://doi.org/10.1111/j.1467-8306.200700524.x
• Maier, P.H. (1996). Spatial geometry and spatial ability–how to make solid geometry solid. In selected papers from the annual conference of didactics of mathematics (pp. 63-75).
• Meyer, J.M. (1973). Map skills instruction and the child's developing cognitive abilities. Journal of Geography, 72(6), 27-35.
• Murakoshi, S. (1997). Navigational planning in orienteering. The Journal of Navigation, 50(2), 321-327. https://doi.org/10.1017/S0373463300023948
• Myford, C.M., & Wolfe, E.W. (2003). Detecting and measuring rater effects using many facet rasch measurement: Part 1. Journal of Applied Measurement, 4(4), 386 422. https://researchgate.net
• Newcombe, N.S., Uttal, D.H., & Sauter, M. (2013). Spatial development. In P. D. Zelazo (Eds.), The Oxford handbook of developmental psychology (Vol. 1): Body and mind (pp. 564–590). Oxford University Press.
• Ooms, K., De Maeyer, P., Dupont, L., Van der Veken, N., Van de Weghe, N., & Verplaetse, S. (2016). Education in cartography: What is the status of young people’s map-reading skills?. Cartography and Geographic Information Science, 43(2), 134 153. https://doi.org/10.1080/15230406.2015.1021713
• Ooms, K., De Maeyer, P., Fack, V., Van Assche, E., & Witlox, F. (2012). Interpreting maps through the eyes of expert and novice users. International Journal of Geographical Information Science, 26(10), 1773 1788. https://doi.org/10.1080/13658816.2011.642801
• Öcal, A. (2007). Investigation of special cognition skills of 6th grade students in primary school social studies course [Unpublished Doctoral Dissertation, Gazi University]. Publication No. 207102. http://tez.tok.gov.tr/UlusalTezMerkezi/giris.jsp
• Özcan, F. & Uzun, F.V. (2016). Sosyal bilgiler öğretmen adaylarının çeşitli değişkenlere göre harita okuma özyeterlilik ve başarı düzeyleri [Review of map reading self-efficacy and success level of social studies teacher candidates according to several variables]. Journal of Dicle University Ziya Gökalp Faculty of Education, 29(1), 387 400. http://dx.doi.org/10.14582/DUZGEF.764
• Özgen, N. (2010). Bilim olarak coğrafya ve evrimsel paradigmaları [Geography as a science and its evaluative paradigms]. Ege Coğrafya Dergisi, 19(2), 1 26. https://dergipark.org.tr/en/pub/ecd/issue/4872/66894
• Pala, Ş.M. & Başıbüyük, A. (2019). Matematik becerisinin sosyal bilgiler derslerindeki harita grafik ve tablo okuma becerilerine etkisi. Uluslararası Sosyal Bilgilerde Yeni Yaklaşımlar Dergisi, 3(1), 41-56.
• Randall, J. & Engelhard, G. Jr. (2009). Examining teacher grades using rasch measurement theory. Journal of Educational Measurement, 46(1), 1-18. https://doi.org/10.1111/j.1745-3984.2009.01066.x
• Saal, F.E., Downey, R.G., & Lahey, M.A. (1980). Rating the ratings: Assessing the psychometric quality of rating data. Psychological Bulletin, 88(2), 413 428. https://doi.org/10.1037/0033-2909.88.2.413
• Safi, H. (2010). Teachers’ views on the development of space perception skills in the social studies curriculum [Unpublished Master’s Thesis, Marmara University]. Publication No. 979907. http://tez.tok.gov.tr/UlusalTezMerkezi/giris.jsp
• Sarıgül, O. (2021) Yaşantımızın vazgeçilmez araçları: Haritalar [Indispensable Tools of Our Lives: Maps]. Koç H., Ergün A. (Eds.), Bilginin görsel ifadesi: Haritalar [Visual Expression of Knowledge: Maps] (1st ed.) (pp. 2-31). Pegem Academy Publication.
• Schnotz, W., & Kulhavy, R.W. (Eds.). (1994). Comprehension of graphics. Elsevier.
• Sönmez, Ö.F. (2010). Map skills in primary social studies education [Unpublished Doctoral Dissertation, Gazi University]. Publication No. 298446. http://tez.tok.gov.tr/UlusalTezMerkezi/giris.jsp
• Sönmez, Ö.F. (2019). Map literacy. In B. Aksoy, B. Akbaba & B. Kılcan (Eds.), Social studies skills education (1st ed.) (pp. 219-232). Pegem Academia Publication.
• Sönmez, Ö.F., & Aksoy, B. (2012). İlköğretim ikinci kademe öğrencilerinin harita beceri düzeylerinin belirlenmesi [Determination of map skill levels of primary school second level student]. Electronic Turkish Studies, 7(1), 1905 1924. https://www.acarindex.com/dosyalar/makale/acarindex-1423933856.pdf
• Sönmez, Ö.F. & Aksoy, B. (2013). Cumhuriyetten günümüze ilköğretim programlarında harita becerileri [Map skills in primary education curriculum from the republic to the present]. Turkish Journal of Social Research, 171(171), 269 288. https://dergipark.org.tr/en/pub/tsadergisi/issue/21497/230500
• Sperdin, H.F., Cappe, C., Foxe, J.J., & Murray, M.M. (2009). Early, low-level auditory somato sensory multisensory interactions impact reaction time speed. Frontiers in Integrative Neureo Science, 3(1), 1-10. https://doi.org/10.3389/neuro.07.002.2009
• Stemler, S.E. (2004). A comparison of consensus, consistency, and measurement approaches to estimating interrater reliability. Practical Assessment, Research, and Evaluation, 9(1), 4. https://doi.org/10.7275/96jp-xz07
• Stumpf, H., & Eliot, J. (1999). A structural analysis of visual spatial ability in academically talented students. Learning and Individual Differences, 11(2), 137 151. https://10.1016/S1041-6080(00)80002-3
• Sudweeks, R.R., Reeve, S., & Bradshaw, W.S. (2004). A comparison of generalizability theory and many-facet Rasch measurement in an analysis of college sophomore writing. Assessing Writing, 9(3), 239-261. https://doi.org/10.1016/j.asw.2004.11.001
• Şanlı C. (2021). Coğrafya öğretmen adaylarının mekânsal kavramlara ilişkin bilişsel yapılarının incelenmesi [Examining the cognitive structures of geography teacher candidates regarding spatial concepts]. Journal of History School, 14(51), 1060 1084. https://doi.org/10.29228/Joh.49537
• Şanlı C. (2021). Mekânsal düşünme becerisi testinin geliştirilmesi [Developing a spatial thinking ability test]. International Journal of Eurasia Social Sciences, 12(43), 1-18. https://dx.doi.org/10.35826/ijoess.2858
• Şanlı C., & Sezer, A. (2019). Coğrafya öğretiminde mekânsal düşünme ölçeği: Türkçe'ye uyarlama geçerlik ve güvenirlik çalışması [Teaching spatial thinking through geography disposition inventory: a validity and reliability study on its Turkish adaptation]. Aegean Geographical Journal, 28(2), 213-225.
• Şanlı, C. (2019). Coğrafya öğretmen adaylarının mekânsal düşünme becerisine ilişkin görüşleri [Geography Teacher Candidates’ Views on Spatial Thinking Skills]. Journal of Anatolian Cultural Research, 3(3), 215 233. http://www.ankad.org/index.php/Ankad/article/view/59
• Şanlı, C. (2020). Mekansal düşünme becerisinin sosyal bilgiler ders kitapları sorularında analizi [The analysis of spatial thinking skills in the questions included within social sciences coursebooks]. International Journal of Geography and Geography Education (IGGE), (42), 118-132. https://doi.org/10.32003/igge.724028
• Şata, M. (2019). The investigation of the effect of rater training on the rater behaviors ın the performance assessment process [Unpublished Doctoral Dissertation, Gazi University]. Publication No. 626117. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Tamer, K. (2000). Sporda fiziksel-fizyolojik performansın ölçülmesi ve değerlendirilmesi [Measurement and evaluation of physical-physiological performance in sports]. Bağırgan Publication.
• Tanrıkulu, M. (2011). Harita ve pusulanın farklı bir kullanım alanı: oryantiring [A different use of maps and compass: orienteering]. Journal of National Education, 41(191), 120-126. https://dergipark.org.tr/en/pub/milliegitim/issue/36191/406895
• Taş, H.İ. (2006). Coğrafya eğitiminde görselleştirmenin önemi: Mekânsal algılamaya pedagojik bir bakış [The ımportance of vitualizations in geographic education: an educational aproaches to spatial context]. Eastern Geographical Review, 11(16), 211-237.
• Taşlı, İ., Çelik, H., & Taşlı, M. (2007). Yapılandırmacı öğretim ve sosyal bilgilerde harita kullanım durumlarının bazı değişkenler açısından incelenmesi (demirci-gördes örneği) [Investigation of map usage cases in constructivist teaching and social studies in terms of some variables (Demirci-Gördes sample)]. Celal Bayar University Journal of Social Sciences, 5(2), 57-68.
• Tobaş, C. (2020). Examination of the differential rater behaviours in performance evaluation with many facet rasch measurement [Unpublished Master’s Thesis, Gazi University]. Publication No. 629923. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Tuna F., Demirci, A., & Gültekin, N. (2012). Temel coğrafi bilgi ve beceriler toplumda ne ölçüde kullanılıyor? yön, konum ve harita becerilerinde mevcut durum analizi [To what extent are basic geographic ınformation and skills used in society? current situation analysis in direction, location and map skills]. Journal of National Education, 42(195), 211-227. https://dergipark.org.tr/en/pub/milliegitim/issue/36172/406706
• Tuna, F., & Balcı, A. (2013). Oryantiring uygulamalarının coğrafya öğretmen adaylarının özyeterlik algılarına etkisi [The effects of orienteering on prospective geography teachers’ selfefficacy perceptions]. Marmara Geographical Review, 27, 1-14. https://dergipark.org.tr/tr/pub/marucog/issue/474/3890
• Turner, J. (2003). Examining an art portfolio assessment using a many-facet rasch measurement model [Unpublished Doctoral Dissertation, Boston College]. https://www.proquest.com/pagepdf/305343181?accountid=37161
• Tümertekin, E., & Özgüç, N. (2019). Beşeri coğrafya: İnsan, kültür, mekân [Human geography: People, culture, spatial]. Çantay Kitabevi.
• Ünlü, M. (2021). Harita becerileri. In H. Koç & A. Ergün (Eds.). Bilginin görsel ifadesi: Haritalar [Map Skills. In H. Koç & A. Ergün (Eds.). Visual Expression of Knowledge: Maps] (1st ed.) (pp. 388-418). Pegem Academia Publication.
• Ünlü, M., & Güncegörü Aksoy, H. (2013). Coğrafya derslerinde harita becerilerine yönelik uygulamaların öğretmen tutumlarına etkisi [The influence of the applications for maps teachers’ attitudes in geography lessons]. Marmara Geographical Review, 27, 58-71. https://dergipark.org.tr/tr/pub/marucog/issue/474/3893
• Ünlü, M., & Yıldırım S. (2017). Coğrafya dersi öğretim programına bir coğrafi beceri önerisi: mekânsal düşünme becerisi [A geographical skill suggestion to geograp teaching curriculum: spatial thinking skill]. Marmara Geographical Review, 35(1), 13-20. https://doi.org/10.1478/mcd.291018
• Wiegand, P. (2006). Learning and teaching with maps. Routledge.
• Wilson, J.A. (2017). Orienteering, the map and child development (Organised outdoor play with maps). Department of Natural and Built Environment.
• Wind, S.A. (2018). Examining the impacts of rater effects in performance assessments. Applied Psychological Measurement, 43(2), 159 171. https://doi.org/10.1177/0146621618789391
• Yayla, O. (2019). The effect of spatial thinking skills and academic achievements of teaching applications based on spatial technologies in social studies education [Unpublished Master’s Thesis, Trabzon University]. Publication No. 568309. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Yiğit, T. (2020). Effect of spatial thinking skills of students orienteering application in social studies [Unpublished Master’s Thesis, Kastamonu University]. Publication No. 647306. https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp
• Yurdugül, H. (2005). Ölçek geliştirme çalışmalarında kapsam geçerliği için kapsam geçerlik indekslerinin kullanılması [Using content validity ındices for content validity in scale development studies]. XIV. National Educational Sciences Congres, 1, 771-774. https://yunus.hacettepe.edu.tr/~yurdugül/3/indir/PamukkaleBildiri.pdf