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EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL

Yıl 2021, Cilt , Sayı 44, 112 - 123, 23.07.2021
https://doi.org/10.32003/igge.958881

Öz

Many different barriers have been identified which limit integration of spatial technologies into secondary school education. Because of these challenges teachers tend to concentrate traditional teaching methods instead of removing obstacles on using spatial technologies. However, we may remove physical (lack of hardware, software) and technical (lack of computer) barriers in terms of requirements of geography teachers. Geography teachers who can combine their technological skills with pedagogical and field knowledge are the ones who meets today's educational needs. It is necessary to organize in-service training (IST) activities that can meet today's needs in geography education, prepared in line with the needs of teachers and helpful in developing their technological competencies, to which they can participate voluntarily. The aim of this study was to develop, implement and evaluate in-service training GIS course among geography teachers using an open source software, free data and geographical technological pedagogical content knowledge (G-TPACK) model. The research employed both qualitative and quantitative research methods and techniques. Our study proved that in-service GIS training which was admired to attend by teachers according to the needs analysis, have improved their skills and knowledge.

Kaynakça

  • Artvinli, E. (2010). Coğrafya’da Öğretmen Eğitimi: Hizmet Öncesi-Hizmet içi Eğitim ihtiyaç Analizi. Ankara: Pegem Publication.
  • Babacan, Ş. & Özey, R. (2016). In-service training needs of geography teachers. Marmara Coğrafya Dergisi, 33(1), 1-24. https://doi.org/10.14781/mcd.17180
  • Balcı, A. (2012). A qualitative study on teaching geographical features of Turkey with descriptive activities. Marmara Coğrafya Dergisi, 26, 215-258.
  • Bednarz, S. W. (2004). Geographic information systems: A tool to support geography and environmental education? GeoJournal, 60(2), 191–199.
  • Chunling, G. (2015). Need analysis and curriculum design in business English. Studies in English Language Teaching, 3(2), 146-152.
  • Çınar, S. (2011). Sınıf öğretmenleri için Fen-Teknoloji-Toplum (FTT) yaklaşımına yönelik bir HİE kurs programı geliştirilmesi ve etkililiğinin araştırılması. (Doctoral thesis, Institute of Natural Sciences, Karadeniz Technical University, Trabzon).
  • Dick, W. & Carey, L. (1978). The Systematic Design of Instruction. New York: HarperCollins.
  • Doering, A. & Veletsianos, G. (2007). Multi-scaffolding environment: an analysis of scaffolding and its impact on cognitive load and problem-solving ability. Journal of Educational Computing Research, 37(2), 107-129. https://doi.org/10.2190/Q58T-4388-8015-8141
  • Doering, A. & Veletsianos, G. (2008). An investigation of the use of real-time, authentic geospatial data in the K–12 classroom. Journal of Geography, 106(6), 217–225. https://doi.org/10.1080/00221340701845219
  • Doering, A., Koseoglu, S., Scharberg, C., Henrickson, J. & Lanegran, D. (2014). Technology integration in K-12 geography education using TPACK as a conceptual model. Journal of Geography, 113(6), 223–237. https://doi.org/10.1080/00221341.2014.896393.
  • Doğru, E. & Aydın, F. (2017). Examining the skills of geography teachers’ technological pedagogical content knowledge. Journal of History Culture and Art Research, 6(2), 485-506. https://doi.org/10.7596/taksad.v6i2.686
  • Favier, T. T. & van der Schee, J. A. (2014). The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking. Computers & Education, 76, 225-236. https://doi.org/10.1016/j.compedu.2014.04.004
  • Fleischmann, E. M. L. & Van der Westhuizen, C. P. (2017). The interactive-GIS-Tutor (IGIST): an option for GIS teaching in resource-poor South African schools. South African Geographical Journal, 99(1), 68-85. https://doi.org/10.1080/03736245.2016.1208576
  • Fleischmann, E. M. L. (2016). A framework for Interactive-GIS-Tutor Integration within FET phase geography. (Doctoral thesis, Potchefstroom Campus of the North West University, South Africa).
  • Gültekin, M. & Çubukçu, Z. (2008). Perceptions of primary school teachers about in-service training. Manas Üniversitesi Sosyal Bilimler Dergisi, 19(3), 185-201.
  • Güven, D. (2010). Profesyonel bir meslek olarak Türkiye’de öğretmenlik. Boğaziçi Üniversitesi Eğitim Dergisi, 27(2), 13-21.
  • Heafner, T. (2004). Using technology to students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.
  • Hong, J. E. (2015). Teaching GIS and other geospatial technologies to in-service teachers. In M. Solari, A. Demirci & J. V. D. Schee (Eds.), Geospatial technologies and geography education in a changing world (pp. 117-126). New York: Springer.
  • Hong, J. U. & Stonier, F. (2015). GIS in-service teacher training based on TPACK. Journal of Geography, 114(3), 108-117. https://doi.org/10.1080/00221341.2014.947381
  • Jekel, T. (2008). What you all want is GIS 2. 0. In A. Car, G. Griesebner & J. Strobl (Eds.), Collaborative GI based learning environments: Spatial planning and education. Wichmann: Heidelberg
  • Johannson, T. (2006). GISAS Project: Geographical Information Systems Applications for Schools. Helsinki: University of Helsinki.
  • Kabakçı Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kaleli Yılmaz, G. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: a meta-synthesis study. Education and Science, 40(178), 103-122. http://dx.doi.org/10.15390/EB.2015.4087
  • Kerski, J. J. (2008). The role of GIS in digital earth education. International Journal of Digital Earth, 1(4), 326–346. https://doi.org/10.1080/17538940802420879
  • Lee, J. & Bednarz, R. (2009). Effect of GIS learning on spatial thinking. Journal of Geography in Higher Education, 33(2), 183- 198. https://doi.org/10.1080/03098260802276714
  • MEB, (2021, October 07). Teacher training and development general directorate. Retrieved October 07, 2021, from http://oygm.meb.gov.tr/www/tanitim/icerik/7
  • Metin, M. (2010). Fen ve teknoloji öğretmenleri için hazırlanan performans değerlendirmeye yönelik hizmet içi eğitim kursunun etkililiği. (Doctoral thesis, Institute of Natural Sciences, Karadeniz Technical University, Trabzon).
  • Metoyer, S. (2014). Geospatial technology to enhance spatial thinking and facilitate processes of reasoning. (Doctoral thesis, Graduate and Professional Studies of Texas, A&M University).
  • Metoyer, S. K., Bednarz, S. W. & Bednarz, R. S. (2015). Spatial thinking in education: Concepts, development, and assessment. In M. Solari, A. Demirci & J. V. D. Schee (Eds.), Geospatial technologies and geography education in a changing world (pp. 21.33). New York: Springer.
  • Miles, M. B. & Huberman, A. M. (1984). Qualitative Data Analysis A Sourcebook of New Methods. Thousand Oaks: Sage Publications.
  • Milson, A. J. & Roberts, J. A. (2008). The status of geospatial technologies in US high school geography standards. In A. J. Milson & M. Alibrandi (Eds.), Digital geography: Geospatial technologies in the social studies classroom (pp. 39.59). Information Age Publishing.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
  • Nielsen, C. P., Oberle, A. & Sugumaran, R. (2011). Implementing a high school level geospatial technologies and spatial thinking course. Journal of Geography, 110(2), 60-69. https://doi.org/10.1080/00221341.2011.534171
  • Özgen, N. & Çakıcıoğlu, R. O. (2009). Coğrafi bilgi sistemlerinin (CBS) Coğrafya eğitiminde kullanımı ve dersin hedeflerine ulaşma düzeyine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 10(1), 81-90.
  • Öztürk, M. & Eroğlu, E. (2013). Coğrafya öğretmen yeterlikleri ve uygulamaların değerlendirilmesi. Marmara Coğrafya Dergisi, 27(1), 630-659.
  • Patterson, M. W., Reeve, K. & Page, D. (2003). Integrating geographic information systems into the secondary curricula. Journal of Geography, 102(6), 275-281. https://doi.org/10.1080/00221340308978559
  • Rossetto, R., De Filippis, G., Borsi, L., Foglia, L., Cannata, M., Criollo., R. & Vázquez-Suñé, E. (2018). Integrating free and open source tools and distributed modelling codes in GIS environment for data-based groundwater management. Environmental Modelling & Software, 107, 210-230. https://doi.org/10.1016/j.envsoft.2018.06.007
  • Şenel, T. (2008). Fen ve teknoloji öğretmenleri için alternatif ölçme ve değerlendirme tekniklerine yönelik bir hizmet içi eğitim programının etkililiğinin araştırılması. (Master thesis, Institute of Natural Sciences, Karadeniz Technical University, Trabzon).
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Tsou, M. H. & Smith, J. (2011). Free and Open Source software for GIS education. San Diego.
  • Uçar, R. & İpek, C. (2006). İlköğretim okullarında görev yapan yönetici ve öğretmenlerin MEB hizmet içi eğitim uygulamalarına ilişkin görüşleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 34-53.
  • Uşak, M. (2009). Preservice science and technology teachers’ pedagogical content knowledge on cell topics. Educational Sciences: Theory and Practice, 9(4), 2033-2046.
  • Yazıcı, Ö. & Gündüz, Y. (2011). Gelişmiş bazı ülkeler ile Türkiye’deki öğretmenlerin hizmet içi eğitimlerinin karşılaştırılması. Kuramsal Eğitim Bilim Dergisi, 4(2), 1-15.
  • Ye, H., Brown, M. & Harding, J. (2014). GIS for all exploring the barriers and opportunities for underexploited GIS applications. OSGeo Journal, 13(1), 19-28.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Publication.

EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL

Yıl 2021, Cilt , Sayı 44, 112 - 123, 23.07.2021
https://doi.org/10.32003/igge.958881

Öz

Many different barriers have been identified which limit integration of spatial technologies into secondary school education. Because of these challenges teachers tend to concentrate traditional teaching methods instead of removing obstacles on using spatial technologies. However, we may remove physical (lack of hardware, software) and technical (lack of computer) barriers in terms of requirements of geography teachers. Geography teachers who can combine their technological skills with pedagogical and field knowledge are the ones who meets today's educational needs. It is necessary to organize in-service training (IST) activities that can meet today's needs in geography education, prepared in line with the needs of teachers and helpful in developing their technological competencies, to which they can participate voluntarily. The aim of this study was to develop, implement and evaluate in-service training GIS course among geography teachers using an open source software, free data and geographical technological pedagogical content knowledge (G-TPACK) model. The research employed both qualitative and quantitative research methods and techniques. Our study proved that in-service GIS training which was admired to attend by teachers according to the needs analysis, have improved their skills and knowledge.

Kaynakça

  • Artvinli, E. (2010). Coğrafya’da Öğretmen Eğitimi: Hizmet Öncesi-Hizmet içi Eğitim ihtiyaç Analizi. Ankara: Pegem Publication.
  • Babacan, Ş. & Özey, R. (2016). In-service training needs of geography teachers. Marmara Coğrafya Dergisi, 33(1), 1-24. https://doi.org/10.14781/mcd.17180
  • Balcı, A. (2012). A qualitative study on teaching geographical features of Turkey with descriptive activities. Marmara Coğrafya Dergisi, 26, 215-258.
  • Bednarz, S. W. (2004). Geographic information systems: A tool to support geography and environmental education? GeoJournal, 60(2), 191–199.
  • Chunling, G. (2015). Need analysis and curriculum design in business English. Studies in English Language Teaching, 3(2), 146-152.
  • Çınar, S. (2011). Sınıf öğretmenleri için Fen-Teknoloji-Toplum (FTT) yaklaşımına yönelik bir HİE kurs programı geliştirilmesi ve etkililiğinin araştırılması. (Doctoral thesis, Institute of Natural Sciences, Karadeniz Technical University, Trabzon).
  • Dick, W. & Carey, L. (1978). The Systematic Design of Instruction. New York: HarperCollins.
  • Doering, A. & Veletsianos, G. (2007). Multi-scaffolding environment: an analysis of scaffolding and its impact on cognitive load and problem-solving ability. Journal of Educational Computing Research, 37(2), 107-129. https://doi.org/10.2190/Q58T-4388-8015-8141
  • Doering, A. & Veletsianos, G. (2008). An investigation of the use of real-time, authentic geospatial data in the K–12 classroom. Journal of Geography, 106(6), 217–225. https://doi.org/10.1080/00221340701845219
  • Doering, A., Koseoglu, S., Scharberg, C., Henrickson, J. & Lanegran, D. (2014). Technology integration in K-12 geography education using TPACK as a conceptual model. Journal of Geography, 113(6), 223–237. https://doi.org/10.1080/00221341.2014.896393.
  • Doğru, E. & Aydın, F. (2017). Examining the skills of geography teachers’ technological pedagogical content knowledge. Journal of History Culture and Art Research, 6(2), 485-506. https://doi.org/10.7596/taksad.v6i2.686
  • Favier, T. T. & van der Schee, J. A. (2014). The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking. Computers & Education, 76, 225-236. https://doi.org/10.1016/j.compedu.2014.04.004
  • Fleischmann, E. M. L. & Van der Westhuizen, C. P. (2017). The interactive-GIS-Tutor (IGIST): an option for GIS teaching in resource-poor South African schools. South African Geographical Journal, 99(1), 68-85. https://doi.org/10.1080/03736245.2016.1208576
  • Fleischmann, E. M. L. (2016). A framework for Interactive-GIS-Tutor Integration within FET phase geography. (Doctoral thesis, Potchefstroom Campus of the North West University, South Africa).
  • Gültekin, M. & Çubukçu, Z. (2008). Perceptions of primary school teachers about in-service training. Manas Üniversitesi Sosyal Bilimler Dergisi, 19(3), 185-201.
  • Güven, D. (2010). Profesyonel bir meslek olarak Türkiye’de öğretmenlik. Boğaziçi Üniversitesi Eğitim Dergisi, 27(2), 13-21.
  • Heafner, T. (2004). Using technology to students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.
  • Hong, J. E. (2015). Teaching GIS and other geospatial technologies to in-service teachers. In M. Solari, A. Demirci & J. V. D. Schee (Eds.), Geospatial technologies and geography education in a changing world (pp. 117-126). New York: Springer.
  • Hong, J. U. & Stonier, F. (2015). GIS in-service teacher training based on TPACK. Journal of Geography, 114(3), 108-117. https://doi.org/10.1080/00221341.2014.947381
  • Jekel, T. (2008). What you all want is GIS 2. 0. In A. Car, G. Griesebner & J. Strobl (Eds.), Collaborative GI based learning environments: Spatial planning and education. Wichmann: Heidelberg
  • Johannson, T. (2006). GISAS Project: Geographical Information Systems Applications for Schools. Helsinki: University of Helsinki.
  • Kabakçı Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kaleli Yılmaz, G. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: a meta-synthesis study. Education and Science, 40(178), 103-122. http://dx.doi.org/10.15390/EB.2015.4087
  • Kerski, J. J. (2008). The role of GIS in digital earth education. International Journal of Digital Earth, 1(4), 326–346. https://doi.org/10.1080/17538940802420879
  • Lee, J. & Bednarz, R. (2009). Effect of GIS learning on spatial thinking. Journal of Geography in Higher Education, 33(2), 183- 198. https://doi.org/10.1080/03098260802276714
  • MEB, (2021, October 07). Teacher training and development general directorate. Retrieved October 07, 2021, from http://oygm.meb.gov.tr/www/tanitim/icerik/7
  • Metin, M. (2010). Fen ve teknoloji öğretmenleri için hazırlanan performans değerlendirmeye yönelik hizmet içi eğitim kursunun etkililiği. (Doctoral thesis, Institute of Natural Sciences, Karadeniz Technical University, Trabzon).
  • Metoyer, S. (2014). Geospatial technology to enhance spatial thinking and facilitate processes of reasoning. (Doctoral thesis, Graduate and Professional Studies of Texas, A&M University).
  • Metoyer, S. K., Bednarz, S. W. & Bednarz, R. S. (2015). Spatial thinking in education: Concepts, development, and assessment. In M. Solari, A. Demirci & J. V. D. Schee (Eds.), Geospatial technologies and geography education in a changing world (pp. 21.33). New York: Springer.
  • Miles, M. B. & Huberman, A. M. (1984). Qualitative Data Analysis A Sourcebook of New Methods. Thousand Oaks: Sage Publications.
  • Milson, A. J. & Roberts, J. A. (2008). The status of geospatial technologies in US high school geography standards. In A. J. Milson & M. Alibrandi (Eds.), Digital geography: Geospatial technologies in the social studies classroom (pp. 39.59). Information Age Publishing.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
  • Nielsen, C. P., Oberle, A. & Sugumaran, R. (2011). Implementing a high school level geospatial technologies and spatial thinking course. Journal of Geography, 110(2), 60-69. https://doi.org/10.1080/00221341.2011.534171
  • Özgen, N. & Çakıcıoğlu, R. O. (2009). Coğrafi bilgi sistemlerinin (CBS) Coğrafya eğitiminde kullanımı ve dersin hedeflerine ulaşma düzeyine etkisi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi (KEFAD), 10(1), 81-90.
  • Öztürk, M. & Eroğlu, E. (2013). Coğrafya öğretmen yeterlikleri ve uygulamaların değerlendirilmesi. Marmara Coğrafya Dergisi, 27(1), 630-659.
  • Patterson, M. W., Reeve, K. & Page, D. (2003). Integrating geographic information systems into the secondary curricula. Journal of Geography, 102(6), 275-281. https://doi.org/10.1080/00221340308978559
  • Rossetto, R., De Filippis, G., Borsi, L., Foglia, L., Cannata, M., Criollo., R. & Vázquez-Suñé, E. (2018). Integrating free and open source tools and distributed modelling codes in GIS environment for data-based groundwater management. Environmental Modelling & Software, 107, 210-230. https://doi.org/10.1016/j.envsoft.2018.06.007
  • Şenel, T. (2008). Fen ve teknoloji öğretmenleri için alternatif ölçme ve değerlendirme tekniklerine yönelik bir hizmet içi eğitim programının etkililiğinin araştırılması. (Master thesis, Institute of Natural Sciences, Karadeniz Technical University, Trabzon).
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
  • Tsou, M. H. & Smith, J. (2011). Free and Open Source software for GIS education. San Diego.
  • Uçar, R. & İpek, C. (2006). İlköğretim okullarında görev yapan yönetici ve öğretmenlerin MEB hizmet içi eğitim uygulamalarına ilişkin görüşleri. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 34-53.
  • Uşak, M. (2009). Preservice science and technology teachers’ pedagogical content knowledge on cell topics. Educational Sciences: Theory and Practice, 9(4), 2033-2046.
  • Yazıcı, Ö. & Gündüz, Y. (2011). Gelişmiş bazı ülkeler ile Türkiye’deki öğretmenlerin hizmet içi eğitimlerinin karşılaştırılması. Kuramsal Eğitim Bilim Dergisi, 4(2), 1-15.
  • Ye, H., Brown, M. & Harding, J. (2014). GIS for all exploring the barriers and opportunities for underexploited GIS applications. OSGeo Journal, 13(1), 19-28.
  • Yıldırım, A. & Şimşek, H. (2016). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Publication.

Ayrıntılar

Birincil Dil Türkçe
Konular Coğrafya
Bölüm ARAŞTIRMA MAKALESİ
Yazarlar

Salih YILDIRIM (Sorumlu Yazar)
MARMARA ÜNİVERSİTESİ
0000-0003-4952-3788
Türkiye


Mehmet ÜNLÜ
MARMARA UNIVERSITY
0000-0001-8023-2976
Türkiye

Yayımlanma Tarihi 23 Temmuz 2021
Yayınlandığı Sayı Yıl 2021, Cilt , Sayı 44

Kaynak Göster

Bibtex @araştırma makalesi { igge958881, journal = {lnternational Journal of Geography and Geography Education}, issn = {}, eissn = {2630-6336}, address = {}, publisher = {Marmara Üniversitesi}, year = {2021}, volume = {}, pages = {112 - 123}, doi = {10.32003/igge.958881}, title = {EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL}, key = {cite}, author = {Yıldırım, Salih and Ünlü, Mehmet} }
APA Yıldırım, S. & Ünlü, M. (2021). EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL . lnternational Journal of Geography and Geography Education , (44) , 112-123 . DOI: 10.32003/igge.958881
MLA Yıldırım, S. , Ünlü, M. "EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL" . lnternational Journal of Geography and Geography Education (2021 ): 112-123 <https://dergipark.org.tr/tr/pub/igge/issue/64222/958881>
Chicago Yıldırım, S. , Ünlü, M. "EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL". lnternational Journal of Geography and Geography Education (2021 ): 112-123
RIS TY - JOUR T1 - EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL AU - Salih Yıldırım , Mehmet Ünlü Y1 - 2021 PY - 2021 N1 - doi: 10.32003/igge.958881 DO - 10.32003/igge.958881 T2 - lnternational Journal of Geography and Geography Education JF - Journal JO - JOR SP - 112 EP - 123 VL - IS - 44 SN - -2630-6336 M3 - doi: 10.32003/igge.958881 UR - https://doi.org/10.32003/igge.958881 Y2 - 2021 ER -
EndNote %0 lnternational Journal of Geography and Geography Education EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL %A Salih Yıldırım , Mehmet Ünlü %T EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL %D 2021 %J lnternational Journal of Geography and Geography Education %P -2630-6336 %V %N 44 %R doi: 10.32003/igge.958881 %U 10.32003/igge.958881
ISNAD Yıldırım, Salih , Ünlü, Mehmet . "EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL". lnternational Journal of Geography and Geography Education / 44 (Temmuz 2021): 112-123 . https://doi.org/10.32003/igge.958881
AMA Yıldırım S. , Ünlü M. EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL. IGGE. 2021; (44): 112-123.
Vancouver Yıldırım S. , Ünlü M. EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL. lnternational Journal of Geography and Geography Education. 2021; (44): 112-123.
IEEE S. Yıldırım ve M. Ünlü , "EVALUATING IN-SERVICE GIS TRAINING FOR GEOGRAPHY TEACHERS BASED ON G-TPACK MODEL", lnternational Journal of Geography and Geography Education, sayı. 44, ss. 112-123, Tem. 2021, doi:10.32003/igge.958881