Araştırma Makalesi
BibTex RIS Kaynak Göster

İlkokul Öğrencileri Arasında Harita ve Atlasların Kartografik Kaynak Olarak Kullanımında Öğretmenlerin Etkisi: Kuzey Makedonya Örneği

Yıl 2024, Cilt: 6 Sayı: 3, 393 - 410, 31.12.2024
https://doi.org/10.47112/neufmbd.2024.55

Öz

Bu çalışma, ilkokul ortamında harita ve atlasların eğitim araçları olarak etkili bir şekilde uygulanmasını kolaylaştırmada öğretmenlerin rolünü incelemektedir. Öğretmenlerin kartografik kaynakların kullanımı üzerindeki etkisini araştırarak, çalışma öğretmenler tarafından benimsenen pedagojik stratejilere ve çocukların mekansal okuryazarlık becerilerini artırmaya yönelik etkilerine ışık tutmayı amaçlamaktadır. Araştırma, öğretmenlerin uygulamaları, algıları ve öğretim teknikleri hakkında veri toplamak amacıyla ilkokul öğretmenleri için ön-atlas anketi ve son-atlas anketi içeren karma bir yöntem yaklaşımı kullanmaktadır. Bu araştırmanın bulguları, harita ve atlasların ilkokul müfredatında en iyi şekilde kullanılmasını arzulayan öğretmenler ve politika yapıcılar için kanıta dayalı önerilerin geliştirilmesine katkı sağlayacaktır. Aynı zamanda, bu çalışmanın sonuçları, ilkokul öğrencileri için özel olarak tasarlanmış bir atlasın geliştirilmesi gerekliliğiyle ilişkilendirilecek, eğitim sistemi içinde bu tür kaynakların şu anki eksikliğine çözüm olma amacını taşımaktadır. İlkokul öğretmenlerine uygulanan iki anket, tez çalışması çerçevesinde formüle edilen hipotezler ve araştırma sorularıyla uyumludur. Ardından, elde edilen sonuçlara dayalı olarak bu hipotezlerin doğrulanması veya çürütülmesi konusunda bir tartışma ortaya çıkmıştır. Öğretmenlerin sınıf ortamında kartografik materyallerin entegrasyonu üzerindeki etkisi, büyük önem arz etmektedir.

Kaynakça

  • M. Çakmak, An examination of concept maps created by prospective teachers on teacher roles, Procedia-Social and Behavioral Sciences. 2(2) (2010), 2464-2468. doi:10.1016/j.sbspro.2010.03.354
  • P. Eggen, D. Kauchak, Educational Psychology: Windows on Classrooms, Fourth Edition, New Jersey: Merill, 1999.
  • D. W. Cheek, Thinking constructively about science, technology, and society education: General introduction and from the creation to the flood, Suny Press, 1992.
  • S. Basso, S. Margarita, Teaching by doing with concept maps: Integrating Plone and CmapTools, Proc. of the First Int. Conference on Concept Mapping, Pamplona, Spain, 2004.
  • D. Ramadhani, A. K. Kenedi, Y. Helsa, C. Handrianto, M. R. Wardana, Mapping higher order thinking skills of prospective primary school teachers in facing society 5.0., Al Ibtida: Jurnal Pendidikan Guru MI. 8(2) (2021), 178-190. doi:10.24235/al.ibtida.snj.v8i2.8794
  • E. G. Carayannis, J. Draper, B. Bhaneja, Towards fusion energy in the Industry 5.0 and Society 5.0 context: Call for a global commission for urgent action on fusion energy, Journal of the Knowledge Economy. 12(4) (2021), 1891-1904. doi:10.1007/s13132-020-00695-5
  • A. Habók, J. Nagy, In-service teachers’ perceptions of project-based learning, SpringerPlus. 5 (2016), 1-14. doi:10.1186/s40064-016-1725-4
  • J. S. Shiundu, S. J. Omulando, Curriculum: Theory and practice in Kenya, Oxford University Press, 1992.
  • A. Adan, Institutional factors influencing pupils’ academic performance at Kenya certificate of primary examination level in public schools in Mandera East Sub-County, Kenya, Doctoral dissertation, University of Nairobi, 2016.
  • S. J. Chetalam, Factors affecting performance in Kenya certificate of primary education in Kabarnet Division of Baringo District, Doctoral dissertation, University of Nairobi, 2004.
  • R. Sinka, Primary School Teachers in the Information Society, Journal of Universal Computer Science. 12(9) (2006), 1358-1372
  • H. N. E. Tuimur, B. Chemwei, Availability and Use of Instructional Materials in the Teaching of Conflict and Conflict Resolution in Primary Schools in Nandi North District, Kenya, Online Submission, International Journal of Education and Practice. 3(6) (2015), 224-234. doi:10.18488/journal.61/2015.3.6./61.6.224.234
  • S. K. Kochhar, Teaching of social studies, Sterling Publishers Pvt. Ltd, 2000.
  • M. E. Lockheed, A. M. Verspoor, Improving primary education in developing countries, Oxford University Press for World Bank, 1991.
  • P. Kutnick, P. Blatchford, Effective group work in primary school classrooms, Dordrecht Springer Science & Business Media. 3(2) (2014), 1-15. doi:10.1007/978-94-007-6991-5
  • T. Blackstone, The Plowden Report, The British Journal of Sociology, 18 (1967), 291-302.
  • N. Bennett, C. Desforges, A. Cockburn, B. Wilkinson, The quality of pupil learning experiences, London: Erlbaum, 1984. doi:10.4324/9780203125250
  • C. T. Clotfelter, H. F. Ladd, J. L Vigdor, Teacher-student matching and the assessment of teacher effectiveness, Journal of human Resources. 41(4) (2006), 778-820. doi:10.2307/40057291
  • S. Konstantopoulos, Teacher effects in early grades: Evidence from a randomized study, Teachers College Record. 113(7) (2011), 1541-1565. doi:10.1177/016146811111300708
  • Y. Zhao, The use of a constructivist teaching model in environmental science at Beijing Normal University, The China Papers. 2 (2003), 78-84.
  • Ö. Keles, Elementary teachers' views on mind mapping, International Journal of Education. 4(1) (2012), 93. doi:10.5296/ije.v4i1.1327
  • T. Buzan, How to mind map, London, Thorsons, 2002.
  • M. Debbag, B. Cukurbasi, M. Fidan, Use of digital mind maps in technology education: A pilot study with pre-service science teachers, Informatics in Education. 20(1) (2021), 47-68. doi:10.15388/infedu.2021.03
  • T. Buzan, Mind map: The ultimate thinking tool, London Thorsons, 2005.
  • C. Strachan, J. Mitchell, Teachers’ perceptions of Esri Story Maps as effective teaching tools, Review of International Geographical Education Online. 4(3) (2014) 195-220.
  • M. Beitlova, S. Popelka, V. Voženílek, K. Fačevicová, B. A. Janečková, V. Matlach, The Importance of School World Atlases According to Czech Geography Teachers, ISPRS International Journal of Geo-Information. 10(8) (2021), 504. doi:10.3390/ijgi10080504
  • M. Beitlova, S. Popelka, V. Vozenilek, Differences in thematic map reading by students and their geography teacher, ISPRS International Journal of Geo-Information. 9(9) (2020), 492. doi:10.3390/ijgi9090492 P. Bailey, Teaching Geography; Teaching Series, David and Charles: Newton Abbot, UK, 1974.
  • H. W. Castner, Education through Mapping, A New Role for the School Atlas?, Cartographica: The International Journal for Geographic Information and Geovisualization. 24(1) (1987), 83-100.
  • E. Jonuzi, H. Z. Selvi, Enhancing Map Comprehension Via Symbols: Developing Symbols For Thematic Maps Based On Children’s Cognitive Development. Necmettin Erbakan Üniversitesi Fen ve Mühendislik Bilimleri Dergisi. 5(2) (2023), 88-110. doi:10.47112/neufmbd.2023.12 T. Bandrova, A. Deleva, Contemporary cartography for children in Bulgaria, The Join Seminar “Maps for Special Users”, Wroclaw, Poland, 59-78, 1998.
  • I. Bugdayci, H. Z. Selvi, Teaching map concepts in Social Science Education; an evaluation with undergraduate students, IOP Conference Series: Earth and Environmental Science. 9 (3) (2017). doi:10.1088/1755-1315/95/3/032002
  • I. Bugdayci, H. Z. Selvi, Do Maps Contribute to Pupils’ Learning Skills in Primary Schools?, The Cartographic Journal. 58(2) (2021), 135-149. doi:10.1080/00087041.2020.1760625
  • M. Robertson, R. Gerber, The child's world: Triggers for learning, Aust Council for Ed Research, 2000.
  • T. Nazarenko, O. Topuzov, O. Chasnikova, I. Dubrovina, Role of geography teacher in forming the pupils’ cartographic competence, Prace i Studia Geograficzne. 66(2) (2021), 43-53. doi:10.48128/pisg/2021-66.2-03
  • N. Gökçe, Social studies in improving students’ map skills: Teachers’ opinions, Educational Sciences: Theory & Practice, 15(5) (2015). doi:10.12738/estp.2015.5.0071

The Impact of Teachers on the Utilization of Maps and Atlases as Cartographic Resources among Primary School Pupils: Example of North Macedonia

Yıl 2024, Cilt: 6 Sayı: 3, 393 - 410, 31.12.2024
https://doi.org/10.47112/neufmbd.2024.55

Öz

This study examines the role of teachers in facilitating the effective implementation of maps and atlases as educational tools within the primary school setting. By investigating the influence of teachers on the utilization of cartographic resources, the study aims to provide insights into the pedagogical strategies employed by teachers and their impact on enhancing children's spatial literacy skills. The research employs a mixed-methods approach, including pre-atlas questionnaire and post-atlas questionnaire for primary school teachers to gather data on teachers' practices, perceptions, and instructional techniques. Findings from this research will contribute to the development of evidence-based recommendations for teachers and policymakers seeking to optimize the use of maps and atlases in primary school curricula. Simultaneously, the outcomes of this study will be correlated with the pressing requirement to develop an atlas specifically tailored for primary school pupils, aiming to address the current dearth of such resources within the educational system. The two questionnaires administered to primary school teachers are aligned with the hypotheses and research questions formulated within the framework of the diploma study. Subsequently, a discussion ensued regarding the validation or refutation of these hypotheses based on the obtained results. The impact of teachers on the integration of cartographic materials within the classroom setting appears to be of paramount significance.

Kaynakça

  • M. Çakmak, An examination of concept maps created by prospective teachers on teacher roles, Procedia-Social and Behavioral Sciences. 2(2) (2010), 2464-2468. doi:10.1016/j.sbspro.2010.03.354
  • P. Eggen, D. Kauchak, Educational Psychology: Windows on Classrooms, Fourth Edition, New Jersey: Merill, 1999.
  • D. W. Cheek, Thinking constructively about science, technology, and society education: General introduction and from the creation to the flood, Suny Press, 1992.
  • S. Basso, S. Margarita, Teaching by doing with concept maps: Integrating Plone and CmapTools, Proc. of the First Int. Conference on Concept Mapping, Pamplona, Spain, 2004.
  • D. Ramadhani, A. K. Kenedi, Y. Helsa, C. Handrianto, M. R. Wardana, Mapping higher order thinking skills of prospective primary school teachers in facing society 5.0., Al Ibtida: Jurnal Pendidikan Guru MI. 8(2) (2021), 178-190. doi:10.24235/al.ibtida.snj.v8i2.8794
  • E. G. Carayannis, J. Draper, B. Bhaneja, Towards fusion energy in the Industry 5.0 and Society 5.0 context: Call for a global commission for urgent action on fusion energy, Journal of the Knowledge Economy. 12(4) (2021), 1891-1904. doi:10.1007/s13132-020-00695-5
  • A. Habók, J. Nagy, In-service teachers’ perceptions of project-based learning, SpringerPlus. 5 (2016), 1-14. doi:10.1186/s40064-016-1725-4
  • J. S. Shiundu, S. J. Omulando, Curriculum: Theory and practice in Kenya, Oxford University Press, 1992.
  • A. Adan, Institutional factors influencing pupils’ academic performance at Kenya certificate of primary examination level in public schools in Mandera East Sub-County, Kenya, Doctoral dissertation, University of Nairobi, 2016.
  • S. J. Chetalam, Factors affecting performance in Kenya certificate of primary education in Kabarnet Division of Baringo District, Doctoral dissertation, University of Nairobi, 2004.
  • R. Sinka, Primary School Teachers in the Information Society, Journal of Universal Computer Science. 12(9) (2006), 1358-1372
  • H. N. E. Tuimur, B. Chemwei, Availability and Use of Instructional Materials in the Teaching of Conflict and Conflict Resolution in Primary Schools in Nandi North District, Kenya, Online Submission, International Journal of Education and Practice. 3(6) (2015), 224-234. doi:10.18488/journal.61/2015.3.6./61.6.224.234
  • S. K. Kochhar, Teaching of social studies, Sterling Publishers Pvt. Ltd, 2000.
  • M. E. Lockheed, A. M. Verspoor, Improving primary education in developing countries, Oxford University Press for World Bank, 1991.
  • P. Kutnick, P. Blatchford, Effective group work in primary school classrooms, Dordrecht Springer Science & Business Media. 3(2) (2014), 1-15. doi:10.1007/978-94-007-6991-5
  • T. Blackstone, The Plowden Report, The British Journal of Sociology, 18 (1967), 291-302.
  • N. Bennett, C. Desforges, A. Cockburn, B. Wilkinson, The quality of pupil learning experiences, London: Erlbaum, 1984. doi:10.4324/9780203125250
  • C. T. Clotfelter, H. F. Ladd, J. L Vigdor, Teacher-student matching and the assessment of teacher effectiveness, Journal of human Resources. 41(4) (2006), 778-820. doi:10.2307/40057291
  • S. Konstantopoulos, Teacher effects in early grades: Evidence from a randomized study, Teachers College Record. 113(7) (2011), 1541-1565. doi:10.1177/016146811111300708
  • Y. Zhao, The use of a constructivist teaching model in environmental science at Beijing Normal University, The China Papers. 2 (2003), 78-84.
  • Ö. Keles, Elementary teachers' views on mind mapping, International Journal of Education. 4(1) (2012), 93. doi:10.5296/ije.v4i1.1327
  • T. Buzan, How to mind map, London, Thorsons, 2002.
  • M. Debbag, B. Cukurbasi, M. Fidan, Use of digital mind maps in technology education: A pilot study with pre-service science teachers, Informatics in Education. 20(1) (2021), 47-68. doi:10.15388/infedu.2021.03
  • T. Buzan, Mind map: The ultimate thinking tool, London Thorsons, 2005.
  • C. Strachan, J. Mitchell, Teachers’ perceptions of Esri Story Maps as effective teaching tools, Review of International Geographical Education Online. 4(3) (2014) 195-220.
  • M. Beitlova, S. Popelka, V. Voženílek, K. Fačevicová, B. A. Janečková, V. Matlach, The Importance of School World Atlases According to Czech Geography Teachers, ISPRS International Journal of Geo-Information. 10(8) (2021), 504. doi:10.3390/ijgi10080504
  • M. Beitlova, S. Popelka, V. Vozenilek, Differences in thematic map reading by students and their geography teacher, ISPRS International Journal of Geo-Information. 9(9) (2020), 492. doi:10.3390/ijgi9090492 P. Bailey, Teaching Geography; Teaching Series, David and Charles: Newton Abbot, UK, 1974.
  • H. W. Castner, Education through Mapping, A New Role for the School Atlas?, Cartographica: The International Journal for Geographic Information and Geovisualization. 24(1) (1987), 83-100.
  • E. Jonuzi, H. Z. Selvi, Enhancing Map Comprehension Via Symbols: Developing Symbols For Thematic Maps Based On Children’s Cognitive Development. Necmettin Erbakan Üniversitesi Fen ve Mühendislik Bilimleri Dergisi. 5(2) (2023), 88-110. doi:10.47112/neufmbd.2023.12 T. Bandrova, A. Deleva, Contemporary cartography for children in Bulgaria, The Join Seminar “Maps for Special Users”, Wroclaw, Poland, 59-78, 1998.
  • I. Bugdayci, H. Z. Selvi, Teaching map concepts in Social Science Education; an evaluation with undergraduate students, IOP Conference Series: Earth and Environmental Science. 9 (3) (2017). doi:10.1088/1755-1315/95/3/032002
  • I. Bugdayci, H. Z. Selvi, Do Maps Contribute to Pupils’ Learning Skills in Primary Schools?, The Cartographic Journal. 58(2) (2021), 135-149. doi:10.1080/00087041.2020.1760625
  • M. Robertson, R. Gerber, The child's world: Triggers for learning, Aust Council for Ed Research, 2000.
  • T. Nazarenko, O. Topuzov, O. Chasnikova, I. Dubrovina, Role of geography teacher in forming the pupils’ cartographic competence, Prace i Studia Geograficzne. 66(2) (2021), 43-53. doi:10.48128/pisg/2021-66.2-03
  • N. Gökçe, Social studies in improving students’ map skills: Teachers’ opinions, Educational Sciences: Theory & Practice, 15(5) (2015). doi:10.12738/estp.2015.5.0071
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Kartografya ve Sayısal Haritalama
Bölüm Makaleler
Yazarlar

Edmond Jonuzi 0000-0002-0388-9242

Hüseyin Zahit Selvi 0000-0001-7486-0992

Erken Görünüm Tarihi 24 Kasım 2024
Yayımlanma Tarihi 31 Aralık 2024
Gönderilme Tarihi 11 Mart 2024
Kabul Tarihi 15 Haziran 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 6 Sayı: 3

Kaynak Göster

APA Jonuzi, E., & Selvi, H. Z. (2024). The Impact of Teachers on the Utilization of Maps and Atlases as Cartographic Resources among Primary School Pupils: Example of North Macedonia. Necmettin Erbakan Üniversitesi Fen Ve Mühendislik Bilimleri Dergisi, 6(3), 393-410. https://doi.org/10.47112/neufmbd.2024.55
AMA Jonuzi E, Selvi HZ. The Impact of Teachers on the Utilization of Maps and Atlases as Cartographic Resources among Primary School Pupils: Example of North Macedonia. NEU Fen Muh Bil Der. Aralık 2024;6(3):393-410. doi:10.47112/neufmbd.2024.55
Chicago Jonuzi, Edmond, ve Hüseyin Zahit Selvi. “The Impact of Teachers on the Utilization of Maps and Atlases As Cartographic Resources Among Primary School Pupils: Example of North Macedonia”. Necmettin Erbakan Üniversitesi Fen Ve Mühendislik Bilimleri Dergisi 6, sy. 3 (Aralık 2024): 393-410. https://doi.org/10.47112/neufmbd.2024.55.
EndNote Jonuzi E, Selvi HZ (01 Aralık 2024) The Impact of Teachers on the Utilization of Maps and Atlases as Cartographic Resources among Primary School Pupils: Example of North Macedonia. Necmettin Erbakan Üniversitesi Fen ve Mühendislik Bilimleri Dergisi 6 3 393–410.
IEEE E. Jonuzi ve H. Z. Selvi, “The Impact of Teachers on the Utilization of Maps and Atlases as Cartographic Resources among Primary School Pupils: Example of North Macedonia”, NEU Fen Muh Bil Der, c. 6, sy. 3, ss. 393–410, 2024, doi: 10.47112/neufmbd.2024.55.
ISNAD Jonuzi, Edmond - Selvi, Hüseyin Zahit. “The Impact of Teachers on the Utilization of Maps and Atlases As Cartographic Resources Among Primary School Pupils: Example of North Macedonia”. Necmettin Erbakan Üniversitesi Fen ve Mühendislik Bilimleri Dergisi 6/3 (Aralık 2024), 393-410. https://doi.org/10.47112/neufmbd.2024.55.
JAMA Jonuzi E, Selvi HZ. The Impact of Teachers on the Utilization of Maps and Atlases as Cartographic Resources among Primary School Pupils: Example of North Macedonia. NEU Fen Muh Bil Der. 2024;6:393–410.
MLA Jonuzi, Edmond ve Hüseyin Zahit Selvi. “The Impact of Teachers on the Utilization of Maps and Atlases As Cartographic Resources Among Primary School Pupils: Example of North Macedonia”. Necmettin Erbakan Üniversitesi Fen Ve Mühendislik Bilimleri Dergisi, c. 6, sy. 3, 2024, ss. 393-10, doi:10.47112/neufmbd.2024.55.
Vancouver Jonuzi E, Selvi HZ. The Impact of Teachers on the Utilization of Maps and Atlases as Cartographic Resources among Primary School Pupils: Example of North Macedonia. NEU Fen Muh Bil Der. 2024;6(3):393-410.


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