Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2019, Cilt: 9 Sayı: 2, 458 - 478, 31.08.2019
https://doi.org/10.33403/rigeo.566402

Öz

Kaynakça

  • Akkuş, M. (2008). Assessment of geography class teaching program (2005) based on teachers? views. (Unpublished postgraduate thesis). Gazi Uni. Institute of Educational Sciences, Ankara.
  • Aksoy, B. (2004). Problem based learning approach in geography teaching. (Unpublished doctorate thesis). Gazi Uni. Institute of Educational Sciences, Ankara.
  • Aksoy, B., & Koç, H. (2010). The Evaluation Of The Views Of Teachers Concerning The Teaching Program Of 2005 Geography Course. Giresun Uni. Institute of Social Sciences The Black Sea Journal of Social Sciences, 2, 17-52.
  • Alım, M. (2003). Evaluation of ninth class geography teaching curriculum according to the opinions of teachers and students. (Unpublished doctorate thesis). Atatürk Uni. Erzurum.
  • Alım, M. (2008). The Attitude of High School Students Towards Geography Course. Eastern Geographical Review, 13(19), 25-32.
  • Arı, Y. (2003). Amerika Birleşik Devletlerinde Coğrafya Eğitimi Reformu: Türkiye İçin Dersler, Ankara: Türk Coğrafya Kurumu, Coğrafya Kurultayı Bildirileri.
  • Arseven A, D. (2001). Alan araştırma yöntemi (ilkeler teknikler örnekler). Ankara: Gündüz.
  • Artvinli, E. (2007). 9. grade geography curriculum in 2005: practıcabılıty level in point of the teachers. (Unpublished doctorate thesis). Atatürk Uni. Erzurum
  • Artvinli, E. (2010). Teaching styles of geography teachers. Electronik Journal of Social Sciences, 9(33), 387-408.
  • Aydın F., Coşkun M., & Kara H. (2010) The attıtudes of commercıal vocatıonal hıgh school students towards geography lesson (elbistan example) Çankırı Karatekin Uni. Journal of Institute of Social Sciences , 1, 183‐203.
  • Aydın, F., & Güngördü, E. (2015). Coğrafya eğitiminde özel öğretim yöntemleri. Ankara, PegemA
  • Bednarz, S., Mark H. B., & Fred H. W. (2005). Mentoring: a new approach to geography teacher preparation. Journal of Geography, National Council for Geographic Education, 104, 105–112.
  • Borg, W.R., & Gall, M. D. (1971). Educational, research. New York: David McKay Company.
  • Büyüköztürk Ş., Çakmak E. K., Akgün E. A., Karadeniz Ş., & Demirel F., (2018) Bilimsel araştırma yöntemleri. Ankara, PegemA.
  • Büyüköztürk, Ş. (2018) Sosyal bilimler için veri analizi el kitabı. Pegem Akademi. Ankara.
  • Doğanay, H. (1989). Geography and geography curriculum in our high schools, Ankara: Coğrafya Araştırmaları, Atatürk Kültür Dil ve Tarih Kurumu, Coğrafya Bilim ve Uygulama Kolu, 9(1), 7–24.
  • Doğanay, H. (1993). Coğrafya’da metodoloji. Ankara: M.E.B.
  • Ekiz, D. (2015). Bilimsel araştırma yöntemleri. Ankara: Anı.
  • Ertürk, M., & Girgin, M. (2005), Comporation geography curriculum in terms of standards. Eastern Geographical Review, Sayı:13, 219-233
  • Ertürk, S. (1984). Egitimde program geliştirme. Ankara: Hacettepe Üniversitesi.
  • Geçit, Y. (2008), A work deals with on the programmes of republic term lycee geography education. Journal of Marmara Geography, 18, 149-173.
  • Gülersoy, A. E. (2007). An evaluation of the new and former 9th and 10th grade geography curriculum. Dokuz Eylül Uni.The Journal of Buca Faculty of Education, 21, 163-173.
  • İncekara, S. (2006), A comparative evaluation of secondary geographic education in Turkey and Canada: Curriculum, methods and technologies (Unpublished doctorate thesis). Marmara Uni. İstanbul.
  • Karabağ, S., & Şahin, S. (Ed.) (2007). Kuram ve uygulamada coğrafya eğitimi. Ankara: Gazi.
  • Karasar, N. (2016). Bilimsel irade algı çerçevesi ile bilimsel araştırma yöntemi kavramlar ilkeler teknikler. Ankara: Nobel.
  • Kerski, J.J. (2000). The implementation and effectiveness of Geographic Information Systems Technology and Methods in Secondary Education, Colorado: University of Colorado, Department of Geography.
  • MEB. (1942). MEB Tebliğler Dergisi, 4, 168.
  • National Academy Press; Rediscovering Geography; National Academy Pres, Washington, 1997, USA.
  • Oruç, Ş, Tokcan, H., & Demirkaya, H. (2017). Yapılandırmacı yaklaşıma bir örnek: Osmanli dönemi coğrafya ve coğrafya öğretimi 2. Baskı (Kişiler, Eserler, Kitaplar, Makaleler, Ders Örnekleri). Ankara: PegemA.
  • Öztürk, M., & Eroğlu, E. (2013). Geography Teacher competencies and an evaluation of practices. Journal of Marmara Geography, 27, 630-659. Şahin, C. (2001). Türkiye’de coğrafya öğretimi, sorunlar-çözüm önerileri. Ankara: Gündüz.
  • Sakaoğlu, N. (1992). Cumhuriyet dönemi eğitim tarihi. İstanbul: İletişim.
  • Şanlı, Ö. Altun, M. Tan, Ç. (2015) Problems and solution offers of the teachers about smart boards and the tablets delivered to the students. Turkish Studies.10 (3), 833-850
  • Sezer, A., & Tokcan, H. (2003). The effect of cooperative learning on academic achievement in geography course. Gazi Üniversitesi Gazi Uni. Journal of Gazi Edu. Faculty, 23(3), 227-242.
  • Sözen, E. (2011). Assessment of geography 10th grade geography curriculum teaching program based on teachers views. (Unpublished postgraduate thesis). Gazi Uni. Institute of Educational Sciences, Ankara.
  • Sözen, E. (2018). Teachers’ views about the terms acquisition, teaching-learning, and assessment-evaluation processesbased on the 10th grade geography curriculum (2005). Turkish Studies. 13(27), 1305-1322.
  • Sözen, E. (2019). Development of the scale of towards geography lesson attitude and in-class learning process and material use validity and reliability study. Anatolian Journal of Educational Leadership and Instruction, 7(1), 1-14.
  • Sözen, E., & Coşkun, M. (2017). Evaluation of some school applications in Turkish national education according to students’ viewpoints. Journal of Education and Training Studies. 5(3), 201-210.
  • Sözer, E. (1998). Kurumdan uygulama sosyal bilgilerin öğretimi. Eskişehir: Anadolu Üniversitesi.
  • Tanoba, S. (2002). Evaluation of the geography curriculum for 9 th grade in secondary education. (Unpublished postgraduate thesis). Gazi Uni. Institute of Educational Sciences, Ankara.
  • Taş, H. İ. (2002). A comparative study of geographic educatıon between the unıted states and turkısh hıgh schools. Journal of Marmara Geography, 6, 53-72
  • Tomal, N. (2004). Problems and solution suggestions of geography curriculum applied in high schools. Journal of Burdur Edu. Faculty, 5(8), 174-188.
  • Varış, F. (1998). Egitimde program geliştirme. Ankara: Alkım Kitapçılık.
  • Yılmaz, C., & Zeyrek, H. (1997). For passing and credit system the place of geography teaching in our high schools according to the system and some problems. OMU Journal of Edu. Faculty, 10(1), 287-307.

High School Students’ Views and Attitudes towards Geography Courses in Turkey

Yıl 2019, Cilt: 9 Sayı: 2, 458 - 478, 31.08.2019
https://doi.org/10.33403/rigeo.566402

Öz

Geography, which is very
important in understanding the place we live on, should be an area of interest
for students rather than just a course. Geography education is an important subject
in Turkey that has been offered in various institutions from pre-school to
post-graduate education. The first geography course curriculum began to be
implemented in 1924 in the history of the Republic. Geography course curricula
(GCC), as in other courses, have also been changed since 1924.With the
amendment of 2005, the GCC has reached a very different structure than the
previous curricula and has entered into the application with many changes and
innovations. The Geography Curriculum had new revisions and innovations in 2018
as well. Despite these changes, the curriculum’s structure has not been
changed. Students centered instruction, construvtivist approach, and active
learning strategies were the heart of the curriculum. The aim of this study was
to determine the views of high school students studying in Düzce province about
in-class learning-teaching activities, material use in geography courses and
their attitudes towards geography courses based on these, and to examine this
subject in terms of various variables (gender of student, gender of the
geography teacher, whether the course is liked, school location, class level
and school type). Survey model was used in this study. For this purpose, a
scale was developed for the study. A 25-item “learning process in geography course,
material use and student attitude” scale consisting of three factors including
developed. The study group consists of 568 students studying in various high
schools in Düzce during the 2018-2019 academic year. Statistical analyzes were
performed using SPSS 22.0 (Statistical Package for Social Science for Personal
Computers) software. The results indicated that even though the 2018 revised
curriculum implemented active learning, constructivist approach, and student
centered program, teachers utilize traditional instructional methods according
to students. Teachers mainly use textbooks and they hardly use instructional
materials. Results also indicated that teachers only use traditional assessment
methods. The use of student portfolios, group work, and student projects hardly
exist in classrooms.

Kaynakça

  • Akkuş, M. (2008). Assessment of geography class teaching program (2005) based on teachers? views. (Unpublished postgraduate thesis). Gazi Uni. Institute of Educational Sciences, Ankara.
  • Aksoy, B. (2004). Problem based learning approach in geography teaching. (Unpublished doctorate thesis). Gazi Uni. Institute of Educational Sciences, Ankara.
  • Aksoy, B., & Koç, H. (2010). The Evaluation Of The Views Of Teachers Concerning The Teaching Program Of 2005 Geography Course. Giresun Uni. Institute of Social Sciences The Black Sea Journal of Social Sciences, 2, 17-52.
  • Alım, M. (2003). Evaluation of ninth class geography teaching curriculum according to the opinions of teachers and students. (Unpublished doctorate thesis). Atatürk Uni. Erzurum.
  • Alım, M. (2008). The Attitude of High School Students Towards Geography Course. Eastern Geographical Review, 13(19), 25-32.
  • Arı, Y. (2003). Amerika Birleşik Devletlerinde Coğrafya Eğitimi Reformu: Türkiye İçin Dersler, Ankara: Türk Coğrafya Kurumu, Coğrafya Kurultayı Bildirileri.
  • Arseven A, D. (2001). Alan araştırma yöntemi (ilkeler teknikler örnekler). Ankara: Gündüz.
  • Artvinli, E. (2007). 9. grade geography curriculum in 2005: practıcabılıty level in point of the teachers. (Unpublished doctorate thesis). Atatürk Uni. Erzurum
  • Artvinli, E. (2010). Teaching styles of geography teachers. Electronik Journal of Social Sciences, 9(33), 387-408.
  • Aydın F., Coşkun M., & Kara H. (2010) The attıtudes of commercıal vocatıonal hıgh school students towards geography lesson (elbistan example) Çankırı Karatekin Uni. Journal of Institute of Social Sciences , 1, 183‐203.
  • Aydın, F., & Güngördü, E. (2015). Coğrafya eğitiminde özel öğretim yöntemleri. Ankara, PegemA
  • Bednarz, S., Mark H. B., & Fred H. W. (2005). Mentoring: a new approach to geography teacher preparation. Journal of Geography, National Council for Geographic Education, 104, 105–112.
  • Borg, W.R., & Gall, M. D. (1971). Educational, research. New York: David McKay Company.
  • Büyüköztürk Ş., Çakmak E. K., Akgün E. A., Karadeniz Ş., & Demirel F., (2018) Bilimsel araştırma yöntemleri. Ankara, PegemA.
  • Büyüköztürk, Ş. (2018) Sosyal bilimler için veri analizi el kitabı. Pegem Akademi. Ankara.
  • Doğanay, H. (1989). Geography and geography curriculum in our high schools, Ankara: Coğrafya Araştırmaları, Atatürk Kültür Dil ve Tarih Kurumu, Coğrafya Bilim ve Uygulama Kolu, 9(1), 7–24.
  • Doğanay, H. (1993). Coğrafya’da metodoloji. Ankara: M.E.B.
  • Ekiz, D. (2015). Bilimsel araştırma yöntemleri. Ankara: Anı.
  • Ertürk, M., & Girgin, M. (2005), Comporation geography curriculum in terms of standards. Eastern Geographical Review, Sayı:13, 219-233
  • Ertürk, S. (1984). Egitimde program geliştirme. Ankara: Hacettepe Üniversitesi.
  • Geçit, Y. (2008), A work deals with on the programmes of republic term lycee geography education. Journal of Marmara Geography, 18, 149-173.
  • Gülersoy, A. E. (2007). An evaluation of the new and former 9th and 10th grade geography curriculum. Dokuz Eylül Uni.The Journal of Buca Faculty of Education, 21, 163-173.
  • İncekara, S. (2006), A comparative evaluation of secondary geographic education in Turkey and Canada: Curriculum, methods and technologies (Unpublished doctorate thesis). Marmara Uni. İstanbul.
  • Karabağ, S., & Şahin, S. (Ed.) (2007). Kuram ve uygulamada coğrafya eğitimi. Ankara: Gazi.
  • Karasar, N. (2016). Bilimsel irade algı çerçevesi ile bilimsel araştırma yöntemi kavramlar ilkeler teknikler. Ankara: Nobel.
  • Kerski, J.J. (2000). The implementation and effectiveness of Geographic Information Systems Technology and Methods in Secondary Education, Colorado: University of Colorado, Department of Geography.
  • MEB. (1942). MEB Tebliğler Dergisi, 4, 168.
  • National Academy Press; Rediscovering Geography; National Academy Pres, Washington, 1997, USA.
  • Oruç, Ş, Tokcan, H., & Demirkaya, H. (2017). Yapılandırmacı yaklaşıma bir örnek: Osmanli dönemi coğrafya ve coğrafya öğretimi 2. Baskı (Kişiler, Eserler, Kitaplar, Makaleler, Ders Örnekleri). Ankara: PegemA.
  • Öztürk, M., & Eroğlu, E. (2013). Geography Teacher competencies and an evaluation of practices. Journal of Marmara Geography, 27, 630-659. Şahin, C. (2001). Türkiye’de coğrafya öğretimi, sorunlar-çözüm önerileri. Ankara: Gündüz.
  • Sakaoğlu, N. (1992). Cumhuriyet dönemi eğitim tarihi. İstanbul: İletişim.
  • Şanlı, Ö. Altun, M. Tan, Ç. (2015) Problems and solution offers of the teachers about smart boards and the tablets delivered to the students. Turkish Studies.10 (3), 833-850
  • Sezer, A., & Tokcan, H. (2003). The effect of cooperative learning on academic achievement in geography course. Gazi Üniversitesi Gazi Uni. Journal of Gazi Edu. Faculty, 23(3), 227-242.
  • Sözen, E. (2011). Assessment of geography 10th grade geography curriculum teaching program based on teachers views. (Unpublished postgraduate thesis). Gazi Uni. Institute of Educational Sciences, Ankara.
  • Sözen, E. (2018). Teachers’ views about the terms acquisition, teaching-learning, and assessment-evaluation processesbased on the 10th grade geography curriculum (2005). Turkish Studies. 13(27), 1305-1322.
  • Sözen, E. (2019). Development of the scale of towards geography lesson attitude and in-class learning process and material use validity and reliability study. Anatolian Journal of Educational Leadership and Instruction, 7(1), 1-14.
  • Sözen, E., & Coşkun, M. (2017). Evaluation of some school applications in Turkish national education according to students’ viewpoints. Journal of Education and Training Studies. 5(3), 201-210.
  • Sözer, E. (1998). Kurumdan uygulama sosyal bilgilerin öğretimi. Eskişehir: Anadolu Üniversitesi.
  • Tanoba, S. (2002). Evaluation of the geography curriculum for 9 th grade in secondary education. (Unpublished postgraduate thesis). Gazi Uni. Institute of Educational Sciences, Ankara.
  • Taş, H. İ. (2002). A comparative study of geographic educatıon between the unıted states and turkısh hıgh schools. Journal of Marmara Geography, 6, 53-72
  • Tomal, N. (2004). Problems and solution suggestions of geography curriculum applied in high schools. Journal of Burdur Edu. Faculty, 5(8), 174-188.
  • Varış, F. (1998). Egitimde program geliştirme. Ankara: Alkım Kitapçılık.
  • Yılmaz, C., & Zeyrek, H. (1997). For passing and credit system the place of geography teaching in our high schools according to the system and some problems. OMU Journal of Edu. Faculty, 10(1), 287-307.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Erol Sözen

Yayımlanma Tarihi 31 Ağustos 2019
Gönderilme Tarihi 16 Mayıs 2019
Kabul Tarihi 14 Eylül 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 2

Kaynak Göster

APA Sözen, E. (2019). High School Students’ Views and Attitudes towards Geography Courses in Turkey. Review of International Geographical Education Online, 9(2), 458-478. https://doi.org/10.33403/rigeo.566402
AMA Sözen E. High School Students’ Views and Attitudes towards Geography Courses in Turkey. Review of International Geographical Education Online. Ağustos 2019;9(2):458-478. doi:10.33403/rigeo.566402
Chicago Sözen, Erol. “High School Students’ Views and Attitudes towards Geography Courses in Turkey”. Review of International Geographical Education Online 9, sy. 2 (Ağustos 2019): 458-78. https://doi.org/10.33403/rigeo.566402.
EndNote Sözen E (01 Ağustos 2019) High School Students’ Views and Attitudes towards Geography Courses in Turkey. Review of International Geographical Education Online 9 2 458–478.
IEEE E. Sözen, “High School Students’ Views and Attitudes towards Geography Courses in Turkey”, Review of International Geographical Education Online, c. 9, sy. 2, ss. 458–478, 2019, doi: 10.33403/rigeo.566402.
ISNAD Sözen, Erol. “High School Students’ Views and Attitudes towards Geography Courses in Turkey”. Review of International Geographical Education Online 9/2 (Ağustos 2019), 458-478. https://doi.org/10.33403/rigeo.566402.
JAMA Sözen E. High School Students’ Views and Attitudes towards Geography Courses in Turkey. Review of International Geographical Education Online. 2019;9:458–478.
MLA Sözen, Erol. “High School Students’ Views and Attitudes towards Geography Courses in Turkey”. Review of International Geographical Education Online, c. 9, sy. 2, 2019, ss. 458-7, doi:10.33403/rigeo.566402.
Vancouver Sözen E. High School Students’ Views and Attitudes towards Geography Courses in Turkey. Review of International Geographical Education Online. 2019;9(2):458-7.