TY - JOUR TT - Secondary education (9. GRADE) MAP THE LEVEL OF LITERACY IS EXAMINED IN TERMS OF VARIOUS VARIABLES AU - Kartal, Fatih AU - Koç, Hakan PY - 2017 DA - February DO - 10.17295/ataunidcd.281739 JF - Doğu Coğrafya Dergisi JO - Eastern Geographical Review PB - Atatürk Üniversitesi WT - DergiPark SN - 1302-7956 SP - 179 EP - 198 VL - 22 IS - 37 KW - Harita KW - Harita Becerileri KW - Harita Okuryazarlığı KW - Ortaöğretim Öğrencileri N2 - Behaviourist approach is based on ateacher-centered education concept. Unlike behaviourist approach,constructivist approach is based on student-centered concept. In the beginningof 2000s, constructivist approach model is adopted at secondary educationcurriculum. By the constructivist approach, it has been changed tostudent-centered education from the teacher-centered education. Ability andvalue education got importance with the student-centered education. Geographyeducation gives opportunities the individuals to improve the abilities such asgeographical questioning, perception of change and persistence, observation,using evidence, reading and commenting map, graphics and chart. The aim of thisresearch is to designate the map literacy level of the secondary grade students(9th Graders), and to expose the effects of miscellaneous variable ondimensions that form the map literacy. When the related field has beenexamined, the map literacy of the individuals has been searched by differentpeople on different zones (class teachers, social sciences teachers). However;there has not been a research on secondary students yet. When it is considered, it is believed thatthe research can close the space of secondary school students in this field. Thesample of the research consists of the easy participant students who areselected randomly from secondary schools in Sivas in the 2nd term of 2015-2016academic years. In this research, statistical analyses have been done by usingSPSS 18 (Statistical PackageforSocialScienceforPersonalComputers) Programme.t-Test is done for the independent sample between the dimensions of mapliteracy and independent variables; one-way analysis variance (ANOVA) is donefor unrelated samples.Inthe direction of the evidences taken by the research, there is no meaningfulmap literacy difference according to the gender of the students, educationlevel of the parents and the type of the used map. Besides, there aremeaningful differences in map literacy level according to the type of theschool (in favour of Science High School students), according to the frequencyof using map ( in favour of the students who use map frequently), according tothe aims of using map ( in favour of students who use maps for place-directionand tourism), and according to their interests to the course ( in favour of thestudents who are interested in course). CR - Alım M ve Girgin M. (2011). 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UR - https://doi.org/10.17295/ataunidcd.281739 L1 - https://dergipark.org.tr/tr/download/article-file/263455 ER -