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

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dc.authorid
dc.contributor.authorSözen, Erol
dc.date.accessioned2021-12-01T18:22:10Z
dc.date.available2021-12-01T18:22:10Z
dc.date.issued2019
dc.departmentDÜ, Eğitim Fakültesien_US
dc.description.abstractGeography, which is very important in understanding the place we live on, should be an area of interestfor students rather than just a course. Geography education is an important subject in Turkey that hasbeen offered in various institutions from pre-school to post-graduate education. The first geographycourse curriculum began to be implemented in 1924 in the history of the Republic. Geography coursecurricula (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 theapplication with many changes and innovations. The Geography Curriculum had new revisions andinnovations 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 ofthe curriculum. The aim of this study was to determine the views of high school students studying inDüzce province about in-class learning-teaching activities, material use in geography courses and theirattitudes towards geography courses based on these, and to examine this subject in terms of variousvariables (gender of student, gender of the geography teacher, whether the course is liked, schoollocation, class level and school type). Survey model was used in this study. For this purpose, a scale wasdeveloped for the study. A 25-item “learning process in geography course, material use and studentattitude” scale consisting of three factors including developed. The study group consists of 568 studentsstudying in various high schools in Düzce during the 2018-2019 academic year. Statistical analyzeswere 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 activelearning, constructivist approach, and student centered program, teachers utilize traditional instructionalmethods according to students. Teachers mainly use textbooks and they hardly use instructionalmaterials. Results also indicated that teachers only use traditional assessment methods. The use ofstudent portfolios, group work, and student projects hardly exist in classrooms.en_US
dc.identifier.doi10.33403/rigeo.566402
dc.identifier.endpage478en_US
dc.identifier.issn2146-0353
dc.identifier.issn2146-0353
dc.identifier.issue2en_US
dc.identifier.startpage458en_US
dc.identifier.urihttps://doi.org/10.33403/rigeo.566402
dc.identifier.urihttps://app.trdizin.gov.tr/makale/TXpRNE9USXdNQT09
dc.identifier.urihttps://hdl.handle.net/20.500.12684/9406
dc.identifier.volume9en_US
dc.indekslendigikaynakTR-Dizinen_US
dc.institutionauthorSözen, Erol
dc.language.isoenen_US
dc.relation.ispartofReview of International Geographical Educationen_US
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subject[No Keywords]en_US
dc.titleHigh School Students’ Views and Attitudes towards Geography Courses in Turkeyen_US
dc.typeArticleen_US

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