Map Literacy Skill in Social Sciences Curriculum of Turkey: The Gap between Theory and Practice

Year 2021, , 449 - 460, 25.04.2021

Leyla Dönmez

https://doi.org/10.33403/rigeo.899631

Abstract

The aim of this study was to analyze the attainments in the 2018 Social Studies course curriculum according to the learning areas according to the map literacy skills, which are attainment one of the skills of the same program, and the applicability of the program in this respect was examined. The research sought answers to the following questions: 1. How is the distribution of attainments related to map literacy skills in the 2018 Social Studies course curriculum by class levels and learning areas? 2. What is the level attainments associated with map literacy in the 2018 Social Studies course curriculum related to the lower dimensions of map skills in the high school geography curriculum? 3. What is the applicability level of map literacy skills related to the 2018 Social Studies course curriculum in terms of student-centered activities? Looking at the results of the study, it was found that at the fourth-grade level, there was an improvement in the global connections learning area at the same grade level, where four skills were included with map writing in the learning area of people and places and environments. At the fifth-grade level, it was found that there were two attainments linked to map literacy in the learning area of people places and environments, while there was one attainment in the learning area of global connections. According to the results of the research, it was found that at the sixth-grade level, there were four achievements in the field of learning People, Places and environments, one achievement in the field of learning production, distribution and consumption, and three achievements related to map literacy skills in the field of Learning Global Connections. Finally, at the seventh-grade level, it was found that there were two achievements related to map literacy skills in the field of learning People Places and environments. When social studies textbooks were examined, it was observed that map literacy skills and application activities were at a limited level. Social studies course learning areas the level of applicability in terms of map literacy skills is quite high. The recommendations to be developed on this issue are to teach both teachers and students Geographic Information Systems, where students can find application areas, support map literacy skills.

Keywords

Map Literacy Skill, Social Sciences Curriculum, High School Geography Curriculum, Turkey

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