Amerikan Sosyal Bilgiler Müfredatı İçinde Coğrafya’nın Yeri ve Etkili Bir K-12 Coğrafya Öğretmen Eğitimine Yönelik Çabaların İncelenmesi

Year 2008, Volume: 7 Issue: 2, 367 - 381, 01.12.2008

Cemalettin Ayas

Abstract

Bu makale öncelikli olarak coğrafyanın Amerikan sosyal bilgiler müfradatındaki yerini tespit etmeye çalışarak, ortaokul ve lise coğrafya öğretmenlerinin yetiştirilmesine yönelik meseleleri inceler. Bu yüzden, bu çalışma ilk önce coğrafya ve sosyal bilgiler arasındaki ortak zemini tanımlayarak, coğrafyanın bir ders olarak sosyal bilgiler müfradatındaki yerini tartışır. Daha sonra da, Amerika’daki yaygın coğrafya eğitimi yetersizliğini aşmak için gösterilen yoğun çabaları göz önünde bulundurarak coğrafya ve/veya sosyal bilgiler öğretmenlerinin gerek hizmet öncesi gerekse hizmet içi eğitimiyle ilgili meseleleri analiz eder. Şonuç olarak, bu çalışma ilgili kişilere Amerikan sosyal bilgiler müfradatında coğrafyanın yerine dair genel bir perspektif sağlar ve incelenen ilgili literatürü göz önünde bulundurarak coğrafya öğretmenlerinin yetiştirilmesine yönelik daha etkili ve kapsayıcı bir öğretmen eğitimi modeli sunar

Keywords

Amerika Birleşik Devletleri, Sosyal Bilgiler Müfredatı, Coğrafya Eğitimi, Öğretmen Eğitimi

Examining the Place of Geography in the American Social Studies Curriculum and the Efforts toward an Effective Teacher Education in K-12 Geography

Abstract

This paper primarily focuses on locating geography education in the American secondary social studies curriculum, and then examines the American teacher education in geography. Therefore, the paper first defines the common ground between social studies and geography, followed by a discussion regarding how geography as a school subject fits in to the social studies curriculum. It next analyzes the American experience in preparing pre- and in-service geography and/or social studies teachers as there have been quite efforts to that end due to the widespread “geographic illiteracy” in the American schools. As a result, the current paper attempts to provide the interested audience with a general perspective concerning the place of geography education in the American schools, and suggests a comprehensive teacher education model based on the related literature investigated

Keywords

United States, Social Studies Curriculum, Geography Education, Teacher Education

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