Table, Graphic, and Diagram Interpretation and Preparation Skills: Social Studies and Geography Teachers’ Practice and Beliefs

Year 2018, Volume: 8 Issue: 3, 517 - 541, 29.12.2018

Fitnat Gürgil

https://doi.org/10.33403/rigeo.505266

Abstract

This study aims to determine the views of social studies and geography teachers on their table, graphic,
diagram interpretation and preparation skill (TGDI-PS). In according with this study, the research was
designed in the mixed method, in which both quantitative and qualitative data collection instruments
were used together. The research was conducted with the participation of teachers working in
Eskişehir, İstanbul and Ankara (in Turkey) during the 2017-2018 Fall Semester. The quantitative side
of the research was made with the participation of 207 teachers from the fields of geography and social
studies. The qualitative side of the research was made with the participation of 5 geography and 5
social studies teachers. The data were gathered with the questionnaire and interview forms that were
prepared by the researcher. As the result of the analysis of the gathered data, although the views of the
teachers on their TGDI-PS were found to be positive, it was found that this did not reflect an
implementation. It was concluded that the most important reference for the relevant skills is the
textbooks. Furthermore, it was found that tables were given the place in the lessons of the teachers the
most and it was followed by graphics, whereas diagram visuals were not given any place in their
lessons. In the lessons of social studies and geography, it was found that only the level of
‘interpretation/reading’ level of TGDI-PS was performed and problems were experienced at the level
of ‘preperation/drawing’. Under the light of the gathered findings, recommendations were made. 

Keywords

Social Studies, Geography, Table, Graph, Diagram, Practice, Beliefs

References

• Alacaci, C., Lewis, S., O’Brien, G. E. & Jiang, Z. (2011). Pre-service elementary teachers’ understandings of graphs. Eurasia Journal of Mathematics, Science & Technology Education,7(1), 3-14.
• Alvermann, D. E. & Boothby, P. R. (1986). Children’s transfer of graphic organizer instruction. Reading Psychology, 7(2), 87-100. DOI: 10.1080/0270271860070203
• Artvinli, E. (2009). Coğrafya programının öngördüğü coğrafi becerilere 9. sınıf coğrafya ders kitabında erişi düzeyi. Erzincan Eğitim Fakültesi Dergisi, 11(2), 51-66.
• Artvinli, E. & Kaya, N. (2010). Ortaöğretim coğrafya 11 ders kitabının coğrafi becerileri gerçekleştirebilme düzeyi. Türkiye Sosyal Araştırmalar Dergisi, 14(1), 305-320.
• Aydın, A. & Tarakçı, F. (2018). Fen bilimleri öğretmen adaylarının grafik okuma, yorumlama ve çizme becerilerinin incelenmesi. İlköğretim Online, 17(1), 469-488.
• Bean, T. W., Singer, H., Sorter, J., & Frazee, C. (1986). The effect of metacognitive instruction in outlining and graphic organizer construction on students' comprehension in a tenth- grade world history class. Journal of Reading Behavior, 18(2), 153-169.
• Bektaş-Öztaşkıran, Ö. (2014). Grafik örgütleyicilerinin sekiz türü ile sosyal bilgiler öğretimi: akademik başarı ve başarı yönelimlerine etkisi. Uluslararası Avrasya Sosyal Bilimler Dergisi, 5(14), 83-109.
• Ben-David, R. (2002). Enhancing comprehension through graphic organizers, Kean College of New Jersey. (ERIC Document Reproduction Service No. ED461907).
• Braselton, S. & Decker, B. C. (1994). Using graphic organizers to improve the reading of mathematics. The Reading Teacher, 48(3), 276-281.
• Boothby, P.R. & Alvermann, D. E. (1984). A classroom training study: the effects of graphic organizer instruction on fourth graders’ comprehension. Reading World, 23(4), 325-339. DOI: 10.1080/19388078409557783
• Budanır, T. (2004). Coğrafya öğretiminde görsel araçlardan grafiklerin etkili ve yerinde kullanımı (Türkiye’de nüfus konuları örneği ile) (Yayımlanmamış yüksek lisans tezi), Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Cassidy, J. (1989). Using graphic organizers to develop critical thinking. Gifted Child Today, 12(6), 34-36.
• Casteleyn, J. & Mottart, A. (2012). Presenting material via graphic organizers in science classes in secondary education. Procedia - Social and Behavioral Sciences, 69, 458-466. DOI: 10.1016/j.sbspro.2012.11.434
• Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: SAGE
• Darch, C. B., Carnine, D. W. & Kameenui, E.J. (1986). The role of graphic organizers and social structure in content area instruction. Journal of Reading Behavior, 18(4), 275-295.
• Demirci, N. & Uyanık, F. (2009). Onuncu sınıf öğrencilerinin grafik anlama ve yorumlamaları ile kinematik başarıları arasındaki ilişki. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(2), 22-51.
• Doyle, C. S. (1999). The use of graphic organizers to improve comprehension of learning disabled students in social studies. Research Project, Kean College of New Jersey. (ERIC Document Reproduction Service No. ED427313).
• Dönmez, C., Yazıcı, K. & Sabancı, O. (2007). Sosyal bilgiler derslerinde grafik düzenleyicilerin kullanımının öğrencilerin akademik bilgiyi elde etmelerine etkisi. Türk Eğitim Bilimleri Dergisi, 5(3), 437-459.
• Dunston, P.J. (1991). A critique of graphic organizer research. Reading Research and Instruction, 31(2), 57-65.
• Gallavan, N. & Kottler, E. (2007). Eight types of graphic organizers for empowering social studies students and teachers. The Social Studies, 98(3), 117-128, DOI: 10.3200/TSSS.98.3.117-128.
• Gieselmann, S. (2008). Graphic organizers in the social studies classroom: effective content integration tools for preservice teachers. Kentucky Journal of Excellence in College Teaching & Learning, 6, 19-30.
• Gültekin, C. & Nakiboğlu, C. (2015). Analysis of high school chemistry textbooks in terms of graphs and graph-related activities. Dumlupınar University Journal of Social Sciences, 43, 211-222.
• Güneş, F. (2012). Bologna süreci ile yükseköğretimde öngörülen beceri ve yetkinlikler. Yükseköğretim ve Bilim Dergisi, 2(1), 1-9. DOI: 10.5961/jhes.2012.026
• Griffin, C. C., Malone, L. M. & Kameenui, E. J. (1995). Effects of graphic organizer instruction on fifth-grade students. The Journal of Educational Research, 89(2), 98-107. DOI: 10.1080/00220671.1995.9941200
• Hall, C., Kent, S. C., McCulley, L., Davis, A., & Wanzek, J. (2013). A new look at mnemonics and graphic organizers in the secondary social studies classroom. Teaching Exceptional Children, 46(1), 47-55.
• Hall, T ., & Strangman, N. (2008). Graphic organizers. Retrieved from https://www.northernhighlands.org/cms/lib5/nj01000179/centricity/domain/18/graphic_or ganizers_2008.pdf
• Hawk, P. P. (1986). Using graphic organizers to increase achievement in middle school life science. Science Education, 70(1), 81-87.
• Ives B. & Hoy, C. (2003). Graphic organizers applied to higher-level secondary mathematics. Learning Disabilities Research & Practice, 18(1), 36-51.
• İlter, İ. (2016). The power of graphic organizers: effects on students’ word-learning and achievement emotions in social studies. Australian Journal of Teacher Education, 41(1), 42-64.
• Jiang, X. (2012). Effects of discourse structure graphic organizers on EFL reading comprehension. Reading in a Foreign Language, 24(1), 84–105.
• Johnson, R. B.; Onwuegbuzie, A. J. & Turner, L.A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133.
• Knight, V. F., Spooner, F., Browder, D. M., Smith, B. R. & Wood, C. L. (2013). Using systematic instruction and graphic organizers to teach science concepts to students with autism spectrum disorders and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 115-126.
• Kohler, P. (2009). Don’t just tell me; show me: Using graphic organizers effectively. Teaching Professor, 23(6), 1-7.
• Madeleine, G. & Sekeres, D. C. (2006). My word! Vocabulary and Geography Learning. Journal of Geography, 105(2), 53-58, DOI: 10.1080/00221340608978661
• Maden, S. & Altunbay, M. (2016). Türkçe eğitiminde görsel sunu ve görsel okuma aracı olarak grafik ve tabloların kullanımı. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 5(4), 1971-1983.
• Memnun-Sezgin, D. (2013). Examining of line graphic reading and drawing skills of secondary school seventh grade students. Turkish Studies, 8(12), 1153-1167.
• Meyer, D. J. (1995). The effects of graphic organizers on the creative writing of third-grade students. Kean College of New Jersey. (ERIC Document Reproduction Service No. ED380803)
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks, CA: SAGE.
• Ministry of National Education-MoNE (2005). Sosyal bilgiler dersi öğretim programı, Ankara: Devlet Kitapları Müdürlüğü.
• Ministry of National Education-MoNE (2018a). Ortaöğretim coğrafya dersi (9, 10, 11 ve 12. sınıflar) öğretim programı, Ankara: Devlet Kitapları Müdürlüğü.
• Ministry of National Education-MoNE (2018b). Sosyal bilgiler dersi öğretim programı (ilkokul ve ortaokul 4, 5, 6 ve 7. sınıflar), Ankara: Devlet Kitapları Müdürlüğü.
• Ministry of National Education-MoNE (2018c). Fen bilimleri dersi öğretim programı (ilkokul ve ortaokul 3, 4, 5, 6 ve 7. sınıflar), Ankara: Devlet Kitapları Müdürlüğü.
• Ministry of National Education-MoNE (2018d). Türkçe dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6 ve 7. sınıflar), Ankara: Devlet Kitapları Müdürlüğü.
• Ministry of National Education-MoNE (2018e). Matematik dersi öğretim programı (ilkokul ve ortaokul 1, 2, 3, 4, 5, 6 ve 7. sınıflar), Ankara: Devlet Kitapları Müdürlüğü.
• Monroe, E. E. (1997). Using graphic organizers to teach vocabulary: Does available research inform mathematics instruction? (ERIC Document Reproduction Service No. ED414256)
• Moore, D. W., & Readence, J. E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78(1), 11-17.
• Oruç, Ş. & Akgün, İ. H. (2010). The acquisition level of graphic reading skills of elementary social studies 7th grades students. Uluslararası Avrasya Sosyal Bilimler Dergisi, 1(1), 51- 58.
• Oruç, Ş., Uğurlu, N. & Tokcan, H. (2010). Using graphic illustrations with social studies textbooks. Procedia Social and Behavioral Sciences, 2, 1037-1042.
• Robinson, D. H. (1997). Graphic organizers as aids to text learning. Reading Research and Instruction, 37(2), 85-105, DOI: 10.1080/19388079809558257
• Ping, Q. (2016). Graphic Organizers in Reading Instruction: Why and What Merits Attention? Studies in Literature and Language, 13(6), 38-41.
• Schenning, H., Knight, V. & Spooner, F. (2013). Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders. Research in Autism Spectrum Disorders, 7, 526-540.
• Sezer, A. (2017). Coğrafya öğretiminde grafiklerin kullanımı. Adem Sezer (Ed.), in Coğrafya öğretim teknolojileri ve materyal tasarımı, (p.163-183). Ankara: Pegem Akademi.
• Simmons, D., C.; Griffin, C. C. & Kameenui, E. J. (1988). Effects of teacher-constructed preand post-graphic organizer instruction on sixth-grade science students’ comprehension and recall. The Journal of Educational Research, 82(1), 15-21, DOI: 10.1080/00220671.1988.10885859
• Shah, P. & Hoeffner, J. (2002). Review of graph comprehension research: implications for instruction. Educational Psychology Review, 14(1), 47-69.
• Sönmez, Ö. F. & Koç, H. (2013). Sosyal bilgiler öğretiminde harita, grafik ve tablo kullanımı. Ramazan Sever, Erol Koçoğlu (Editörler), Sosyal Bilgiler Öğretiminde Eğitim Teknolojileri ve Materyal Tasarımı, İçinde (p.187-207) Ankara: Pegem Akademi.
• Şahin, S., Gençtürk, E. & Budanur, T. (2007). Coğrafya öğretiminde uygun grafik seçimi ve kullanımının öğrenme üzerindeki etkisi. Kastamonu Eğitim Dergisi, 15(1), 293-302.
• Şahinkaya, N. & Aladağ, E. (2013). Sınıf öğretmen adaylarının grafikler ile ilgili görüşleri. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 6(15), 309-328.
• Taş, H. İ. (2008). Coğrafi beceriler ve bunların öğrencilere kazandırma yolları. Doğu Coğrafya Dergisi, 13(20), 45-58.
• Taşdemir, A., Demirbaş, M. & Bozdoğan, A. E. (2005). Fen bilgisi öğretiminde işbirlikli öğrenme yönteminin öğrencilerin grafik yorumlama becerilerini geliştirmeye yönelik etkisi. Gazi Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 6(2), 81-91.
• Yazıcı, K. (2006). Sosyal bilgilerde kullanılan görsel araçlar: Haritalar-küreler, resimler, tablolar ve grafikler. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,15, 651-662.
• Yavuz, İ. & Kepceoğlu, İ. (2010). Öğrencilerin fonksiyonlarda işlemler konusuna grafikler üzerinden yaklaşımlarının incelenmesi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 20, 59-80.
• Zaini, S.H., Mokhtar, S.Z. & Nawawi, M. (2010). The Effect of Graphic Organizer on Students’ Learning in School, Malaysian Journal of Educational Technology, 10(1), 17-23.
• Zollman, A. (2009). Students use graphic organizers to improve mathematical problem-solving communications. Middle School Journal, 41(2), 4-12, DOI:10.1080/00940771.2009.11461707