İlkokul Öğrencilerin Mekânsal Algılama Becerilerinin Değerlendirilmesi: Kuzey Makedonya Örneği

Yıl 2024, Cilt: 24 Sayı: 4, 847 - 865

Edmond Jonuzi Hüseyin Zahit Selvi

Öz

Bu çalışmada, 3 ila 5. sınıf arasındaki ilkokul öğrencilerinin mekânsal algılama becerisi Kuzey Makedonya Cumhuriyeti örnek uygulamasıyla kapsamlı bir şekilde değerlendirilmiştir. Değerlendirme, öğrenci yaş grubu dikkate alınarak hazırlanan ön test ve son testler kullanılarak yapılmıştır. Sorular Harita ve Atlas kavramları (A Kategorisi), Yönler, coğrafi bölgeler ve komşu alanlar (B Kategorisi) ve Kuzey Makedonya'da Turizm ve Ekonomi (C Kategorisi) olmak üzere 3 kategoriye ayrılmıştır. Cinsiyet ve sınıf düzeyine dayalı potansiyel farklılıklar göz önünde bulundurularak öğrencilerin coğrafya ve harita alanındaki durumlarını tespit etmek ve bu alanlardaki becerilerini geliştirmek için neler yapılabileceğini ortaya koymak amaçlanmıştır. Bu amaçla 339 katılımcıyla testler yapılmış ve ilginç sonuçlar ortaya konmuştur. Çalışmada, kategoriler ve sorular arasında değişen başarı oranlarını gösteren hem güçlü hem de zayıf yönler vurgulanmıştır. Ek olarak, coğrafi bilgide cinsiyete özgü ve sınıf düzeyine bağlı farklılıklar ortaya çıkarılmıştır. Bu bulgular, mevcut coğrafya ve mekânsal eğitim yaklaşımlarının genç öğrenciler için etkililiği hakkında değerli çıkarımlar sunmakta olup, özellikle ilkokulun alt sınıflarında haritaların ve atlasların entegrasyonu ve kullanımı yoluyla mekânsal farkındalığı ve coğrafi okuryazarlığı artırmak için çalışma yapılmasının gerekliliğini vurgulamaktadır.

Anahtar Kelimeler

İlkokul Eğitimi, Mekânsal Farkındalık, Coğrafi Okuryazarlık, Haritalar, Atlaslar, Coğrafi Algıda Cinsiyet Farklılıklar

Destekleyen Kurum

Necmettin Erbakan University and Necmettin Erbakan University Scientific Research Projects Coordination Unit

Proje Numarası

23YL19002

Teşekkür

The Atlas project and this work has been supported by Necmettin Erbakan University Scientific Research Projects Coordination Unit under project number 23YL19002. As authors, we extend our sincere gratitude to the Necmettin Erbakan University and Necmettin Erbakan University Scientific Research Projects Coordination Unit for its unwavering support throughout this study.

Assessment Spatial Perception Skills of Primary School Pupils: A Case Study at North Macedonia

Öz

This research conducted a thorough evaluation of the geographical knowledge of primary school pupils in grades 3 to 5, focusing on the Republic of North Macedonia. The assessment involved a carefully crafted pre-atlas and post-atlas test, categorizing questions into Map and Atlas concepts (Category A), Directions, geographical regions, and neighboring areas (Category B), and Tourism and Economy in North Macedonia (Category C). The objective was to gauge pupils' proficiency in various aspects of geography while considering potential variations based on gender and grade level. The results, based on the accurate responses of 339 participants, revealed interesting patterns in knowledge distribution. The study highlighted both strengths and weaknesses, indicating varying success rates across categories and questions. Additionally, it unveiled gender-specific and grade-dependent differences in geographical knowledge. These findings offer valuable insights into the efficacy of current geography and spatial education approaches for young learners, emphasizing the necessity for targeted interventions to enhance spatial awareness and geographical literacy in primary education, especially primarily through the incorporation and utilization of maps and atlases within the lower grades of primary schools

Anahtar Kelimeler

Primary Education, Spatial Awareness, Geographical Literacy, Maps, Atlases, Gender Differences in Geographical Perception

Destekleyen Kurum

Necmettin Erbakan University and Necmettin Erbakan University Scientific Research Projects Coordination Unit

Proje Numarası

23YL19002

Teşekkür

The Atlas project and this work has been supported by Necmettin Erbakan University Scientific Research Projects Coordination Unit under project number 23YL19002. As authors, we extend our sincere gratitude to the Necmettin Erbakan University and Necmettin Erbakan University Scientific Research Projects Coordination Unit for its unwavering support throughout this study.

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