Review of International Geographical Education Online最新文献

{"title":"Skill of Location Analysis in Social Studies Curriculum and Textbooks of Turkey","authors":"Abdullah Türker","doi":"10.33403/RIGEO.841297","DOIUrl":"https://doi.org/10.33403/RIGEO.841297","url":null,"abstract":"Knowing the location of historical and geographical events and the timeframe when the facts occurred is of great importance for establishing a cause-and-effect relationship. Although it is easy to find a location with the technology developing in daily life, location analysis knowledge and skills are needed to determine the location using nature or to analyze the advantages and disadvantages of the current location. Primary and secondary school education are important for students to acquisition locational analysis skills; the foundations are laid in the pre-school period. In this study, the aim is to explain how location analysis skills are considered in the 2018 Social Studies course curriculum and textbooks. In this study, a document review method is used to examine the 2018 Social Studies course curriculum and Social Studies textbooks. As a result of document analysis with descriptive analysis management, only four textbooks contain location analysis skills, which is one of the 27 Skills included in the Social Studies course curriculum. A total of six acquisitions were found to be associated at the grade 4 level. It was determined that the book section on four of the achievements associated with the location analysis skill in the program was quite successful, and the other parts related to the two achievements were far from acquisitioning the location analysis skill. As a result of the research, it is recommended that other grade levels include achievements in location analysis skills and that textbooks be better equipped to acquisition skills. 1PhD. Gazi University, Faculty of Gazi Education, Department of Geography Education, Ankara, TURKEY. abdullahturker82 [at] gmail.com. ORCID: 0000-0003-3839-2735 Research Article www.rigeo.org REVIEW OF INTERNATIONAL GEOGRAPHICAL EDUCATION ISSN: 2146-0353 ● © RIGEO ● 11(1), (SPECIAL ISSUE), MARCH 2021","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43858867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Social-Constructivist Concept of Space in a German Geography Education Context: Status-quo and Potential","authors":"Günther Weiss","doi":"10.33403/rigeo.781489","DOIUrl":"https://doi.org/10.33403/rigeo.781489","url":null,"abstract":"The present paper attempts to reason that social-constructivist spatial theory represents an essential approach for contemporary geography teaching. This approach is essential to show learners how space contributes to the organization of society. By contrast, German geography didactics and teaching practice, which are examined closely here by means of a content analysis based on curricula, textbooks, and classroom material, show that social-constructivist approaches are underrepresented and limited to a light-weight version of space as construct. This contribution concludes with a plea to grant the concept of space as a social construct with greater central significance and potential in teaching practice.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41466103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interactive Geovisualizations (iGEO): A New Approach To Teaching And Learning Physical Geography","authors":"Ryan Heintzman","doi":"10.33403/rigeo.762649","DOIUrl":"https://doi.org/10.33403/rigeo.762649","url":null,"abstract":"Students completing an introductory physical geography course used an interactive geovisualizations (iGEO) lab exercise centered around lightning in northern Arizona to investigate atmospheric processes. This iGEO looks and plays like a conventional videogame where the student controls an avatar in a 3D environment. This iGEO was inspired by moving the introductory physical geography courses online due to the ongoing university closures to “on-the-ground classes” related the COVID-19 pandemic. The goal of an iGEO rests in increasing motivation and encouraging active, engaged learning for students, many of whom are taking the course for required college credit. Most students expressed positive experiences with the new iGEO; the determining factors related to this experience centered around enjoyment, usability, and simplicity of the game. There was also a difference in student experience based on student academic majors. Students of non-geographic or science backgrounds had a lower experience ratings than those who did have a geographic or science background. Overall, students preferred the iGEO lab over traditional lab coursework. This research led to a refined iGEO lab for lightning in northern Arizona and it was made available to all interested faculty via a public website, along with three other iGEO-based labs.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42970866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of Inquiry-Based Education in Geography Teaching – Findings about Teachers´Attitudes","authors":"Ivana Tomčíková","doi":"10.33403/rigeo.791713","DOIUrl":"https://doi.org/10.33403/rigeo.791713","url":null,"abstract":"Young people's interest in scientific and technical subjects, including geography, has been declining for a long time. According to the European Commission, the most important reason for the decline in interest is the way these subjects are taught in primary and secondary schools. As a result, numerous projects to support inquiry-based methods have been launched in recent years and significant changes have been made to the national curriculum in many of the European countries. Geography as a school subject, due to its multidisciplinary nature, provides options to make lessons more attractive and increases students´ motivation to learn by using practical research during lessons. This case study presents the results of a questionnaire survey that was conducted among geography teachers in Slovakia. The aim of the study was to measure the attitude of Slovak teachers, students and society towards Inquiry-based Education (IBE). Based on the results, the current position and degree of implementation of IBE in Slovak schools were estimated. It was determined that the implementation of IBE in teaching is not an easy task for teachers. To implement IBE successfully requires compliance with many elements, such as improvements in teacher training, curriculum changes and pupil´s assessment.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44581228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Geographical Education in Primary School Curriculum in Turkey Between 1923-2018","authors":"Nihal Yilmaz, Ali Meydan","doi":"10.33403/rigeo.710465","DOIUrl":"https://doi.org/10.33403/rigeo.710465","url":null,"abstract":"This study aims to examine the change and transformation of geographical education in the Turkish primary school curriculum between 1923-2018. The research uses a qualitative document review method and a descriptive analysis process to analyse the data. Nine primary school programs created by the Ministry of National Education (MoNE) are identified as research documents. Dates of primary school curricula in Turkey between 1923-2018 are analysed: 1924, 1926, 1936, 1948, 1962, 1968, 1997, 2005 and 2018. The 1924 Boys' Primary School curriculum is a continuation of the pre-republic program and geographical education was included in Grades three, four and five under the name “Geography”. The 1926 Primary School curriculum, and the 1936 Primary School curriculum, and the 1948 Primary School curriculum all include the name “Geography”. The 1962 Primary School curriculum includes geographical education as “Society and Country Studies” and “Science and Nature” in Grades Four and Five. The lesson information in the 1968 Primary School curriculum and also in 1997, 2005 and 2018 show geographical education as “Social Studies”, “Science (1968 and 1997), “Science and Technology” (2005) and “Science” (2018) for Grades Four and Five. From the 1926 Primary School curriculum to the 2018 Primary School curriculum, it is evident that geographical education occurs in Grades One, Two, and Three and Geography was included under the name of “life knowledge, which is a combination of Geography, History, Civics, Nature, and Science. It was determined the course hours differed from program. Purpose/objectives related to geographical education have gradually decreased. Given the importance of geographical education from the primary school level, achievements related to geography education can be increased.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44566570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"DEVELOPMENT OF CIVIL LITERACY SCALE: A STUDY OF VALIDITY AND RELIABILITY","authors":"Zafer Çakmak, Cengiz Taşkıran","doi":"10.33403/rigeo.713522","DOIUrl":"https://doi.org/10.33403/rigeo.713522","url":null,"abstract":"Civil literacy is a concept that enables individuals to act with an awareness about their own rights and responsibilities; to become active in civil life; and to express individual knowledge about the state's management process. Civil literacy is one of the skills that individuals should acquire in learning about the development and change of society because it demonstrates the effectiveness of individuals who have a voice and who can influence the functioning and development of the state especially in democratic societies. The purpose of this research is to develop a valid and reliable Civil Literacy Scale to measure levels of civil literacy demonstrated by pre-service teachers. The participant sample for the research was determined by a convenience sampling method from prospective teachers studying in the Faculty of Education at a university in Turkey. Exploratory factor analysis occurred on 242 pre-service teachers while a test-retest operation was conducted on 50 pre-service teachers and confirmatory factor analysis was perfomred on 231 pre-service teachers. As a result of the exploratory factor analysis, a 25-item Civil Literacy Scale emerged with a total variance value of 57.23%. The four-factor structure revealed by this analysis was confirmed by a confirmatory-factor analysis process. In the test-re-test operation, the internal consistency co-efficient was determined as .81 which is in accordance with the consistency of the scale between the first test and the re-test. According to Cronbach's Alpha reliability test (one of the reliability tests carried out for the overall and sub-dimensions of the scale) the overall scale of 25 items received a value of 0.92, which proved that the scale was highly reliable. In this context, it can be stated that a reliable and valid Civil Literacy Scale was obtained.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41576871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digitizing and Interpreting the World Map Drawn by Kashgarli Mahmud: Constructing Information Using Evidence Based Political Literacy","authors":"Zekeriya Fatih Ineç, E. Akpınar","doi":"10.33403/rigeo.641521","DOIUrl":"https://doi.org/10.33403/rigeo.641521","url":null,"abstract":"In this study, a world map featured in Divan-i Lugati't-Turk and drawn by Kashgarli Mahmud was made interactive through the use of Seyyah, a geographic information system (GIS) application developed in response to ADDIE, an instructional design teaching model. The geographical symbols and notes on the world map drawn by Kashgarli Mahmud were transferred to Seyyah's database so evidence-based learning could occur. The aim of the research is to evaluate the process of transforming the information obtained by the Social Studies teacher candidates with evidence into a jointly structured knowledge with the political literacy skill. The study is a qualitative action research project using a technical, scientific and collaborative approach. In this context, descriptive analysis was used to interpret the political literacy information which was interpreted and organised by Social Science teacher candidates into Seyyah's database. A standardized open-ended interview was conducted with the teacher candidates to detect the relationship between the use of Seyyah with evidence-based learning, political literacy and culture, the common structuring process and general status of information. Data from ten Social Science teacher candidates was analyzed by content analysis. The Social Science teacher candidates in the study were determined by the maximum diversity method which is a purposeful sampling method. According to the findings from Seyyah's database, Social Studies teacher candidates organised the political literacy information from the world map under four elements: cities; countries; regions and physical geography elements. There were three different categories of political knowledge in other geographical signs and nations themes. Findings obtained from the opinions of candidates show that Seyyah requires the use of high-level thinking skills in evidence-based learning to jointly structure political literacy information in a database, and present and evaluate Turkish culture in a different form.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41597807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social Studies and Geography Teacher Candidates' Views on Coronavirus (COVID 19) and Online Education Process","authors":"Tuğba Cevriye Ozkaral, Recep Bozyiğit","doi":"10.33403/rigeo.756757","DOIUrl":"https://doi.org/10.33403/rigeo.756757","url":null,"abstract":"The novel coronavirus, COVID-19 was declared as a global pandemic by the World Health Organization (WHO), and following the rapid increase in the number of cases diagnosed with COVID-19 in Turkey, all universities started to carry out formal theoretical courses using online education methods. It is important to take undergraduate students' thoughts about this process into consideration, together with how they perceive the process and their thoughts about online education. The purpose of taking such thoughts in to consideration is to improve online education processes from the perspective of the student stakeholder and to improve the quality of online education if this epidemic gets longer. The aim of this study is to determine the views of Social Studies and Geography teacher candidates about COVID-19 and online education processes. To do so, a qualitative research method was used. The research working group, in the school year 2019-2020, were those studying to be Social Studies and Geography teachers at a Faculty of Education in a Turkish university. A total of 37 teacher candidates participated in the study and a questionnaire consisting of open-ended questions developed by the researcher was used to obtain their views. A content analysis process was used to analyse the data. According to the findings from the study, teacher candidates stated they were more affected by this process because they were in their final year of study. They explained the reason for this situation as being related to their internship being incomplete and their dreams of graduation being negatively affected. Furthermore, the lack of adequate internet access and connection problems experienced amongst the teacher-candidates had a negative impact on their experience of online education procesess. Therefore, according to the views of teacher-candidates. the process of considering the services, systems and infrastructure offered by the university needs to occur for effective online education processes to be developed. For example, providing training to Faculty members and providing facilities such as computers to minimize technical problems and solve problems related to lack of access. It is recommended that universities should improve their infrastructure and plan to train lecturers and teachers for online education processes. To do so will benefit both the experience of, and minimize concerns about, online education processes.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44751416","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher Opinions about Children’s Awareness of Zero-Waste and Recycling in the Pre-School Education Years","authors":"Ayhan Bulut","doi":"10.33403/rigeo.689426","DOIUrl":"https://doi.org/10.33403/rigeo.689426","url":null,"abstract":"It is a fact that, more than ever, the whole world needs to effectively use its natural and economic resources. In this regard, it is very important to raise awareness in society, starting from pre-school education. Awareness about zero-waste and recycling strategies should be gained by children during their pre-school education years because it will remain with them and will be one of the most important arguments for developing societal awareness about how to create a more livable world. Awareness about issues related to zero-waste and recycling are two essential topics to inform the economic future of the world; the responses of pre-school teachers about how to teach and promote awareness about zero-waste and recycling activities at the pre-school education level are significant. The aim of this study is to encourage the development of pre-school teachers by raising their awareness about zero-waste and recycling activities. The need for this research is linked to the lack of prominence about the concept of zero-waste in pre-school programs in Turkey, and also the limited inclusion of opportunities for pre-school students to learn about recycling strategies. This research uses a qualitative design and adopts a case-study approach. The study group was purposefully sampled using criterion-sampling. Interviews were conducted with forty pre-school education teachers who volunteered to support the research, had at least five years experience, and had received training about zero-waste and recycling activities. The interviews with pre-school education teachers were conducted once and took approximately fifty minutes. Content analysis and descriptive analysis approaches were employed. The research findings were based on each interview question, and tables were created under five headings. Research findings indicate that most of the pre-school education teachers stated the children’s awareness about zero-waste and recycling was insufficient during the pre-school education years. Teachers have stated that awareness about zero-waste and recycling can be enriched through the inclusion of specific content and the use of visual materials in pre-school education programs. It has also been determined that the use of abstract experiences based on concrete experiences help pre-school education teachers to promote awareness amongst children about zero-waste and recycling. Additionally, pre-school education teachers emphasized that using an educational game will make the learning process about zero-waste and recycling strategies more enjoyable and will also be the most suitable method in terms of the children’s age and levels of development. On the other hand, teachers have stated that in order to raise children’s awareness about zero-waste and recycling, there should be further studies conducted about how such awareness will contribute to the social and emotional development of children as well as studies about how children can learn-by-doing.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42195951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflection on Out of School Education Activities from the Textbooks to the Social Studies Curriculum","authors":"Kibar Aktın","doi":"10.33403/rigeo.705615","DOIUrl":"https://doi.org/10.33403/rigeo.705615","url":null,"abstract":"The Social Studies course covers many opportunities for students to actively learn by doing and learn by living outside of the school and classroom environments. In this context, the present study aims to identify how the Social Studies Curriculum in Turke y (Ministry of National Education [MoNE], 2018) supports learning in environments outside of the school; the study also aims to determine the extent to which such learning opportunities are actualized in the activities found in the Social Studies textbooks published during 2019. The current study adopts a qualitative document analysis method. The textbooks to be examined for this study are the Social Studies 4th Grade to 7th Grade textbooks which are printed in 2019 and prepared by different authors and pub lishing houses. Such textbooks are also listed on Education Information Network (EBA), an official website affiliated with the Ministry of National Education, and the current Social Studies Curriculum (MoNE, 2018). It was determined as a result of the stud y that most of the activities related to out of school teaching and learning in the Social Studies Curriculum (MoNE, 2018) occur at 4th Grade and 5th Grade; also the number of such activities gradually decrease across higher year or grade levels. The great est amount of activities related to out of school education in the Social Studies textbooks are found in the 5th Grade. Homework activities, and other activities such as trip observations, project assignments, oral history, local history, research assignme nts supported by family participation, and out of school activities including interviews were found in these textbooks. Homework is used the most among the out of school learning focused activities. Results from the study concludes that many out of school activities covered in the Social Science textbooks are carried out as classroom activities because of the uncertainty about how learning can be achieved in out of school learning environments. In contrast, numerous gains are specified by out of school educ ation, therefore such gains have been transformed into out of school activities in the textbooks for the Social Studies curriculum.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46057081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}