Phenomenological Analysis of Student Views on Human Geography Lesson

Year 2021, Volume: 5 Issue: 2, 132 - 146, 31.12.2021

Ziya İnce , Murat Mücahit Yentür

https://doi.org/10.54535/rep.960316

Abstract

It is important to evaluate the education given in the institutions where geography education is given at the higher education level and to get student opinions. In this age where information technology is developing and entering the education life day by day, it has been considered important to examine human geography education with new technologies and methods. The aim of this study is to analyze the views of geography students about the human geography course with the phenomenology design, which is one of the qualitative research methods. In this context, a semi-structured interview form consisting of three questions was prepared with expert opinion to be asked to the students. Due to Covid-19 outbreak restrictions, a university's geography department, which is at the west of Turkey, have asked questions to the students electronically and received their answers the same way. The answers to the questions in the interview form answered by the students were interpreted by coding and categorizing. According to the result of the research, it was concluded that the students' opinions about the human geography course were positive, that the students gave more priority to the population issue and it attracts their attention. According to this result, it is thought that the transformation of human geography lessons into an education strengthened with technological infrastructure is needed for students to be more beneficial in their future professional and academic lives, so changes should be made in this direction.

Keywords

Geography education, Human geography lesson, Student views, Phenomenology

References

• Ablak, S., Ergün, A., & Yeşiltaş, Z. (2020). Investigation of social science teacher candidates' attitudes towards human geography courses based on different variables. Journal of International Social Science Education, 6(1), 48-62.
• Akınoğlu, O. (2005). The effectiveness of and problems ın geography education. Marmara Coğrafya Dergisi [Marmara Journal of Geography], 12, 77-96.
• Alım, M. (2008). Students' levels of understanding and misconceptions of some concepts in the earth circle and map ınformation units in the high school geography program. Journal of National Education, 177, 166-180.
• Aydın, F. (2012). Social sciences high school students opinions towards teaching of geography course. Kastamonu Eğitim Dergisi [Kastamonu Journal of Education], 20(3), 1035-1050.
• Aydın, F., Coşkun, M., & Kara, H. (2010). The Attitudes ff Commercial Vocational High School Students Towards Geography Lesson (Elbistan Example). Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Çankırı Karatekin University Journal of Social Sciences Institute], 1, 183-203.
• Aydın, R., & Sağlam, G. (2012). Determining teacher candidates' attitudes towards the teaching profession. Türk Eğitim Bilimleri Dergisi [Turkish Journal of Educational Sciences], 10(2), 257-294.
• Baydil, E. (2003). Eğitim fakülteleri, ilköğretim ve Türkçe öğretmenliği bölümleri için coğrafyaya giriş [Introduction to geography for education faculties, primary education and Turkish language teaching departments]. Ankara: Pegem Akademi. .
• Bozkurt, A. (2003). Coğrafya dersi öğretiminde fiziki coğrafya konularının yeri ve öğretimi [The place and teaching of physical geography subjects in geography lesson teaching.] (Master’s Thesis, Marmara University, İstanbul, Turkey.) Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
• Creswell, J. W. (2020). Qualitative research methods. (M. Bütün and S.B. Demir, Çev.Eds.). İstanbul: Siyasal Kitapevi.
• Çepni, S. (2018). Araştırma ve proje çalışmalarına giriş.[Introduction to research and project work] (8th ed.). Trabzon: Celepler Matbaacılık.
• Dikmenli, Y., & Çifçi, T. (2016). Opinions of high school students about geography lesson. Electronic Turkish Studies, 11(3), 911-928.
• Doğanay, H. (2017). Coğrafya bilim alanları sözlüğü [Geography science fields dictionary]. Ankara: Pegem Akademi Yayınları.
• Doğanay, H., Özdemir, Ü., & Şahin, İ. F. (2012). Genel beşeri ve ekonomik coğrafya (4th ed.). [General human and economic geography]. Ankara: Pegem Akademi.
• Gökçe, N. (2009). Teaching material preparation project in general physical geography lesson. Marmara Coğrafya Dergisi [Marmara Journal of Geography], 20, 20-41.
• Graham, M., McLean, J., Read, A., Suchet-Pearson, S. & Viner, V. (2017) Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course, Journal of Geography in Higher Education, 41(3), 403-417. http://dx.doi.org/10.1080/03098265.2017.1331423
• Gümüş, N., & İlhan, A. (2013). The effect of globalization on structure of the department of geography in Turkey universities. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi [Journal of Dokuz Eylul University Institute of Social Sciences], 15(1), 47-71.
• İnce, Z. (2021). An investigation on the attitude of geography department students about human geography course in terms of various variables. International Journal of Geography and Geography Education (IGGE), 44, 75-90.
• Karakuş, U., & Karaman, B. (2019). Teachers' views on teaching geography subjects in social studies course. Eskişehir Osmangazi University, 3-5 October 2019, II. International Geography Education Congress (UCEK-2019), Eskişehir.
• Kayan, İ. (2000). Geography education aims, new goals, problems and suggestions in Turkish universities. Ege Coğrafya Dergisi [Aegean Journal of Geography], 11, 7-22.
• Kılcan, B., Çetin, T., Ablak, S., & Gürgür, M. (2019). Developing scale of attitude towards human geography course: Validity and reliability study. Cumhuriyet International Journal of Education, 8(4), 913-927. http://dx.doi.org/10.30703/cije.538710.
• Lu, L., Lin, S. J., & Wang, L. (2003). On the teaching reform of human geography in institutions of higher education. Human Geography, 5, 1-5.
• Özey, R. (2002). Türkiye coğrafyası ve jeopolitiği. [Turkey geography and geopolitics]. İstanbul: Aktif Yayınevi.
• Özgen, N., Bindak, R., & Birel, F. (2009). Developing an attitude scale towards the geography lesson. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University, Journal of the Faculty of Education], 13, 58-64.
• Patton, M. Q. (2014). Qualitative research and evaluation methods. (M. Bütün, & S. B. Demir, Trans.). Ankara: Pegem Akademi.
• Peker, M., & Mirasyedioğlu, Ş. (2003). The relationship between the attitudes and achievements of high school 2nd grade students towards mathematics lesson. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Pamukkale University Faculty of Education Journal], 14(2), 157-166.
• Sevilmiş-Kara, F. (2006). Lise birinci sınıf öğrencilerinin coğrafya derslerine yönelik akademik benlik ve tutumları ile başarıları arasındaki ilişki (İzmir/Konak İlçesi Örneği). [The relationship between high school first year students' academic self and attitudes towards geography lessons and their success (Izmir / Konak District Example)]. (Master’s Thesis, Dokuz Eylül University, İzmir, Turkey.) Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/
• Sözen, E. (2019). The opinions of undergraduate students during the undergraduate education on geography content lectures. MANAS Journal of Social Studies, 8(1), 38-53.
• Şahin, V., Bilgili, M., & Kocalar, A. O. (2015). Geography undergraduate students' views on innovation in education. Electronic Turkish Studies -International Periodical for the Languages, Literature and History of Turkish or Turkic, 10(11), 1411-1426.
• Şanlı, C. (2019). Geography preservice teachers’ views on spatial thinking skill. Anadolu Kültürel Araştırmalar Dergisi [Anatolian Journal of Cultural Studies], 3(3), 215-233.
• Tavşancıl, E., & Aslan, E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri [Content analysis and application examples for verbal, written and other Materials]. İstanbul: Epsilon Yayınevi.
• Ulusoy, K., & Gülüm, K. (2009). Social studies teacher attitudes towards history and geography lessons (Adiyaman sample). Dumlupınar Üniversitesi Sosyal Bilimler Dergisi [Dumlupınar University Journal of Social Sciences], 25, 149-160.
• Uzun, F. V. (2018). Evaluation of postgraduate theses in the field of human and economic geography: 2008-2017. Iğdır Üniversitesi Sosyal Bilimler Dergisi [Iğdır University Journal of Social Sciences], 16, 253-281.
• Uzunöz, A. (2011). Developing a student attitude scale for the geography lesson. e-Journal of New World Sciences Academy 6(1), 1264-1275.
• Ye, C., Gao, Y., Yu, J., & He, Y. (2020). Teaching human geography using a couplet game, Journal of Geography in Higher Education, 1-11. http://dx.doi.org/10.1080/03098265.2020.1849062
• Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (9th ed.). [Qualitative Research Methods in Social Sciences]. Ankara: Seçkin Yayıncılık.