Review of International Geographical Education Online最新文献

{"title":"A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments","authors":"Hakan Türk, E. Atasoy","doi":"10.33403/rigeo.641498","DOIUrl":"https://doi.org/10.33403/rigeo.641498","url":null,"abstract":"The world has experienced in recent years, a number of factors such as the intensification of international relations, the acceleration of technological developments and the presence of transboundary problems have led to increased scientific interest in global issues. In this context, the aim of the study is to evaluate the geography course curriculum in Turkey in terms of global awareness education. In the study, a document review was conducted, one of the qualitative research designed. The obtained results were analyzed using descriptive analysis and content analysis. Within the scope of the study, overarching themes frequently highlighted and highlighted by researchers were identified from the topics derived from global awareness field literature. Geography course curriculum is evaluated within the scope of these themes. In general, it is seen that the issues related to global awareness are significantly involved in all aspects of the program, including its basic philosophy, general goals and achievements. When we look at the size of the attainments that are the application area of the program in detail, it is seen that there is no balanced distribution between the global themes highlighted in the attainments and that these are not designed to give individuals full global awareness. Therefore, it is necessary to develop a systematic global awareness learning area by using the relevant field writing while designing the geography course curriculum program. In addition, in order for students to understand the world from a holistic perspective, the program should include more themes for developing a global perspective.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42351684","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":"Designing an Inquiry-based Fieldwork Project for Students Using Mobile Technology and Its Effects on Students’ Experience","authors":"Jongwon Lee","doi":"10.33403/rigeo.637666","DOIUrl":"https://doi.org/10.33403/rigeo.637666","url":null,"abstract":"The objectives of this research are, first, to find mobile technology–informed ways of designing inquiry-based fieldwork, in support of students’ inquiry processes and, second, to evaluate how a technology-integrated fieldwork project can affect students’ knowledge and experience. In order to achieve these objectives, the study adopted a set of core design principles and guidelines for the creation of inquiry-based fieldwork projects, detailing tips and an example (i.e., the Yangdong Village Project) of these principles and guidelines’ application. In addition, this study used a questionnaire to determine the influence of the project on students’ understanding of the investigation area and their inquiry-related behaviors. It also analyzed conversation between students, to examine how students’ learning processes are supported in fieldwork through use of mobile technology. A total of 86 high school students (ages 17–18), from four schools located in the Seoul metropolitan area, participated in the project. The results of the analyses showed that participation in the project helped students become better informed about the area they investigated. While they were conducting the field tasks, they showed more inquiry-driven behaviors, such as being more active and adventurous, more talkative, and more responsible (88.7%). Technological support for the process of field inquiry was prominent in three situations: location identification, data capture, and monitoring. The functionalities of mobile technology that students used during the field inquiry would reflect not only the characteristics of the task, but also the types of mobile technology involved in the project.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49114955","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":"Out-of-School Learning to Achieve the Spatial Perception Skills: A Case Study","authors":"Ayşe Seyhan","doi":"10.33403/rigeo.601734","DOIUrl":"https://doi.org/10.33403/rigeo.601734","url":null,"abstract":"Cognitive description and comprehension of the structure, existence and relations of a space and its reflection and restructuring in the mind of a space is called s patial perception. Individuals' perceptions of space change according to their environmental awareness, knowledge and impressions. The ability of individuals to perceive their surroundings, adapt to the places they are in and regulate their lives better depends on the sophistication of their perceptions of space. Spatial skills such as spatial representation, spatial representation, spatial analysis, and spatial evaluation need to be improved. In order to develop the spatial skills. The fact that the features of the space give an idea about how that space can be perceived and the interaction of the individual with the space, it emphasizes out-of-school learning in order to develop of the spatial perception skills. In this study, it is aimed to investigate the effects of the activities of a social studies education project carried out within the scope of TUBITAK 4004 Nature Education and Science Schools Support Program on the perception of s patial skills space and the use of out-of-school spaces in teaching this skill. The study was conducted with a case study, one of the qualitative research types. The study group consisted of 30 prospective teachers selected by criterion sampling. The data obtained by open-ended questionnaire and document analysis were evaluated by content analysis. According to the findings obtained in the study, it shows that the applied activities are effective in teaching the spatial skills and the perception of space. Pre-service teachers stated that they can realize the spaces, objects and assets around them with the activities carried out outside the school and they develop their spatial skills by applying them.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46148735","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":"DIFFERENCES BETWEEN DYSLEXIC AND NON-DYSLEXIC STUDENTS IN THE PERFORMANCE OF SPATIAL AND GEOGRAPHICAL THINKING","authors":"Aikaterini Klonari, A. Passadelli","doi":"10.33403/rigeo.510360","DOIUrl":"https://doi.org/10.33403/rigeo.510360","url":null,"abstract":"Dyslexia is a specific form of learning disability which comes along with diverse difficulties, both in learning and in social and emotional fields. It obstructs the development of the individual at all levels of education. This research investigates students’ spatial and geographical thinking and whether there is differentiation of these abilities between dyslexic and non-dyslexic ones. For this purpose, 50 questionnaires were distributed to 25 dyslexic and 25 non-dyslexic students aged 14. To implement this research, opportunity sampling from different areas (rural, urban) was used. The questionnaire included spatial thinking exercises like mental rotation, plan views, shapes folding - unfolding and mental manipulation of shapes and exercises by which geographical thinking are examined, according to the Greek geography curriculum. By using SPSSv.23.00 we codified children's answers. The results indicated that the non-dyslexic students had a better score than the dyslexic ones. The most significant difference was in the section of plan views and mental rotation, whereas in the folding and unfolding and shapes mental manipulation, it was found that both children’s groups faced difficulties. Although the research sample is limited, which does not allow for generalization of the conclusions, it was observed that through the students' answers we were led to conclusions that fully match the theoretical framework .","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43096851","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":"High School Students’ Views and Attitudes towards Geography Courses in Turkey","authors":"Erol Sözen","doi":"10.33403/rigeo.566402","DOIUrl":"https://doi.org/10.33403/rigeo.566402","url":null,"abstract":"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 Duzce 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 Duzce 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.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45568304","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":"Comparative Analysis of the Quality of Visuals in Geography Textbooks for ISCED 1 and ISCED 2 Levels of Education","authors":"Petr Trahorsch, J. Bláha, V. Chytrý","doi":"10.33403/rigeo.509255","DOIUrl":"https://doi.org/10.33403/rigeo.509255","url":null,"abstract":"The aim of the article is to assess the quality of visualisation of geomorphology, hydrology and agriculture of Czechia through maps, schemes and photographs in geography textbooks for ISCED 1 and ISCED 2 levels of education. A total of 15 geography textbooks were selected and a total of 90 visuals from these textbooks were analysed. The scaling method according to defined criteria relating to the concept of usability was applied. The data obtained through scaling was subsequently statistically analysed. The outcomes of the statistical analysis show that the quality of visualisation in textbooks for the older cohort is higher than in textbooks for younger students. The quality of the assessed visuals is linked especially to the tradition of publishing houses, as visuals in textbooks published by publishers with relatively long tradition are of a higher quality than those by publishers with shorter tradition and therefore less experience with publishing textbooks. Differences in the quality between individual types of visuals or themes are not statistically significant.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41492135","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":"An Evaluation of Social Studies Textbooks in Turkey: A Content Analysis for Curriculum and Content Design","authors":"Necati Tomal, Murat Bayram Yılar","doi":"10.33403/rigeo.579946","DOIUrl":"https://doi.org/10.33403/rigeo.579946","url":null,"abstract":"The objective of this study is to evaluate the content of social studies textbooks, which are written and taught based upon the social studies curriculum adopted between 1968-2018, in terms of the curriculum and content designs, and some general educational principles. For this purpose, document analysis, one of the qualitative research methodology, was used in this study. Accordingly, 12 social studies textbooks for different levels of class written based upon the social studies curriculum adopted in 1968, are the primary document resources of the research. The curriculum, upon which the textbooks are based, was also used as resource. For data analysis, content analysis technique was used. The results obtained from the study show that the generally-adopted approach to develop the content of social studies textbooks was single-disciplinary approach before 2005; however it was replaced by interdisciplinary approach then, with the impact of changing curriculum. Another study result shows that the content of social studies textbooks was developed based upon the disciplines of history and geography in general, and also citizenship to a limited extent before 2005. However, as it is determined, many other disciplines such as psychology, sociology, economics, science and technology in addition to those specified above, have a major impact on the content of textbooks since this date. Also, the relevant results indicate that the knowledge content was much richer in textbooks before 2005; however, in the current social studies textbooks, the knowledge intensity has decreased as the knowledge variety has increased in time. It has been determined that the social studies textbooks are developed by considering the chronology and from near-to-far principles in general so far.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42166770","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":"Examination of Prospective Teachers’ Perceptions of Homeland: A Phenomenological Study","authors":"Yavuz Değirmenci","doi":"10.33403/rigeo.514318","DOIUrl":"https://doi.org/10.33403/rigeo.514318","url":null,"abstract":"Homeland can be described as the territory in which people who are bound to each other with several ties and have common values. Homeland is one of the most valuable heritages which has been left to us from former generations, and will be left to future generations. There are great responsibilities on us, families, education and especially our teachers as an important element of education to protect and transfer it to future generations. The reason is that patriotism begins in the family and continues in educational environments. An examination of the renewed primary and secondary education programs in terms of general objectives and contents revealed that there is a conscious effort for children to gain such values as consciousness of and love for the homeland, and patriotism in especially social sciences and geography classes. Therefore, perceptions of homeland of prospective teachers who will raise future generations are important. The purpose of this research is to study perceptions of prospective teachers regarding the concept of homeland. The population of the study consists of 157 prospective classroom teachers, 98 of whom are females and 59 males, who were being educated in three different departments (social studies, Turkish and classroom teaching) in the Fall semester of 2017-2018 Academic Year. Phenomenology, a qualitative research method, has been employed in the research. The views and thoughts of the target population regarding the concept of active citizenship have been collected by use of an interview form which consists of a single sentence. The data collected were analyzed by the technique of content analysis. According to the findings of the research, the prospective social studies teachers came up with 28, prospective classroom teachers came up with 27 and prospective Turkish teachers came up with 28 valid metaphors about the concept of homeland, which makes a total of 83 different metaphors. In addition, the participants’ most preferred metaphors about the concept were the metaphors of mother, home, family, house and earth.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47930953","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":"Small-Group Work and Relational Thinking in Geographical Mysteries","authors":"Jan Karkdijk, W. Admiraal, J. Schee","doi":"10.33403/rigeo.588661","DOIUrl":"https://doi.org/10.33403/rigeo.588661","url":null,"abstract":"Relational thinking is a necessary skill for building students’ individual capabilities and a core concept in geography education. Geographical relational thinking refers to being able to give interrelated, causal explanations for geographical phenomena such as regional change. The aim of this study was to gain more insight into differences in relational thinking between small groups of students working together on an assignment to explain a regional event which was framed as a geographical mystery. This insight could help teachers to advance students’ geographical relational thinking skills. Two geographical mysteries were examined with data from 69 small groups in Dutch upper secondary education. The two mysteries resulted in differences in the level of relational thinking, which were partly explained by small-groups’ on-task behaviour. Many student groups showed a low level of geographical relational thinking. Findings point to the need to incorporate exercises into geography lessons which require the use of thinking and reasoning with interrelated causal relationships.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45681453","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":"Map Skills in Education: A Systematic Review of Terminology, Methodology, and Influencing Factors","authors":"Lenka Havelková, M. Hanus","doi":"10.33403/rigeo.583272","DOIUrl":"https://doi.org/10.33403/rigeo.583272","url":null,"abstract":"For a few decades, map skills stay at the forefront of not only geographers’ and geographic educators’ research interest. To identify what has already been accomplished, where the research currently stands and where the potential for future studies lies, a review of the literature was carried out. Specifically, this comprehensive synthesis of map skill research focuses on three perspectives: terminology, methodological approaches, and mainly on investigated factors affecting the map skill level. As non-uniformity in terminology is apparent, an integrative framework of map skill types based on theoretical works and previous studies is proposed. Similarly, methods that can be more suitable and beneficial for future research than now prevailing non-standardized test are presented. These suggestions are mainly based on a variety of identified scarcely used methodological approaches. Furthermore, the synthesis shows that the number of factors which influence on the level of map skills has been tested is substantial. But that, frequently investigated categories of factors are identifiable. In addition, current gaps in map skill research are identified and insufficiently studied, yet potentially important factors are suggested for future studies.","PeriodicalId":52147,"journal":{"name":"Review of International Geographical Education Online","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46404468","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}