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Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Institute of Social Sciences Cankiri Karatekin University / Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Cankiri Karatekin University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Turkish Studies is the property of Electronic Turkish Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Social Resources is the property of Journal of Academic Social Resources and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Institute of Social Sciences Cankiri Karatekin University / Çankırı Karatekin Üniversitesi Sosyal Bilimler Enstitüsü Dergisi is the property of Cankiri Karatekin University, Institute of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

“Coğrafya Tedrisatı” başlıklı bu çalışmada modern coğrafya anlayışının Türkiye’ye yerleşip benimsenmesinde öncü rol alan isimlerden Faik Sabri Duran’ın Tedrisat Mecmuası’nda yayınlanan “Coğrafya Nedir?” ve “Coğrafyanın Kıymet-i Terbiyesi” başlıklı makaleleri doğrultusunda coğrafya ve coğrafya eğitimine dair değerlendirmeleri yer almaktadır. Faik Sabri ilgili makalelerinde coğrafyanın sadece okullarda okutulan bir ders değil gündelik hayatta her an karşılaştığımız bir alan olduğunu göstermekte, coğrafyanın müşahede, mülahaza, muhakeme esaslarına müstenid olması gerektiğini ifade etmekte ve eski coğrafya anlayışını ve coğrafya eğitimini tenkit etmektedir. İlgili metinlerin günümüz Türkçesine çevirisinde Türk Tarih Kurumu’nun Osmanlı Türkçesi transkripsiyon kuralları dikkate alınmıştır. Arapça-Farsça kökenli kelimelerin anlamları çevirenin notu ifadesiyle dipnotta gösterilmiştir.

Developments in information and technology alter not only individuals but also societies. Countries also make arrangements for their education policies to follow along this situation. All kinds of content which are suitable for all grade levels were prepared with the Education Information Network (EBA) applications, which started with the online social platform service in the 2012-2013 academic year in Turkey. There are lecture videos, interactive presentations, topic summary and test and evaluation tools among these contents.Wİth these materials it is aimed to foster pupils' achievement and the quality of education. In this survey, the effects of EBA contents and the content of the 10 grade text book approved by the Ministery of National Education on pupils' academic achievements were examined. Within this framework, applications related to the learning outcome" Students associates the features of rocks with the formation processses of landforms." (A.10.1. 2005) and (10.1.4. 2018) in the" Natural Systems" unit in the geography textbook (10th grade) were fulfilled. The research was designed based on the experimental design with pre test -post test control group, which is one of the quantitative research methods. The research was conducted with the 10th grade students of High School which is located in Ayaş, Ankara in 2017-2018 Academic year. 2 classes as an experiment (fortyfive students) and 2 classes as a control group (forty-six students) among six 10th grade classes from a secondary education institution affiliated to the Ministry of National Education were randomly selected. The study group consisted of 91 students. "Topography and Rocks Achievement Test" which was developed by the researcher was utilized as a data collection tool. The KR-20 value of 34 items in the data collection tool was found to be 0.836. Data collection tool was applied to control and experimental groups as pretest and posttest. At the end of the research, it was determined that there was a significant difference between the pretest-posttest academic achievement scores of the pupils in the experimental group in which EBA supported education was carried out. In the study, it is recommended to foster the use of EBA in geography teaching and to improve the quality and quantity of course contents. [ABSTRACT FROM AUTHOR]

The purpose of this study is to develop a valid and reliable measurement tool that can be used to reveal geography teachers' knowledge of place names. A systematic approach was followed to develop the measurement tool. In line with this purpose, the study was carried out in accordance with the methods of the research. The form created in the 2020-2021 academic year was applied to a total of 457 geography teachers working in secondary schools across Turkey who were contacted by the accessible sampling method and volunteered to participate in the survey. Both exploratory factor analysis and confirmatory factor analysis were conducted on the sample group. As a result of descriptive analysis, it was determined that the scale consists of 17 items and 3 sub-dimensions. The dimensions of the developed scale are named as length-depth level, geographical education relationship of place names and culture-affiliation relationship of place names. The Cronbach alpha reliability coefficient for the entire scale is .89, while the Cronbach alpha reliability coefficient for each sub-dimension is between .83 and .86. (first factor related to .83, second factor related to .86 and third factor related to .84). A confirmatory factor analysis was conducted as part of the validity of the scale. The result of the analysis confirmed a 3-factor structure. In conclusion, it was revealed that the scale measures the attitude towards place names in a valid and reliable way. A valid and reliable scale was developed that can be used to determine the attitudes of geography teachers about place names. At the end ogf the research, a valid and reliable scale was developed that can be used to determine the attitudes of geography teachers about place names. It has been stated that the developed scale can be used on different sample groups in new studies on this subject. [ABSTRACT FROM AUTHOR]

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to evaluate the 2018 Geography Curriculum in the context of the 2023 Education Vision Document prepared by the Ministry of National Education and presented to the public on October 23, 2018. In the 2023 Education Vision Document, under the title of "Content and Practice," the principles related to the curricula, course contents, skills, and values expected to be gained by the students in the courses are included. Within the framework of the stated basic principles and approach, the importance and necessity of geography courses, the changes in the curriculum, and the compatibility and inconsistencies between the current Geography Curriculum, and the principles stated in the vision document constitute the main topics discussed in this study. In particular, the general structure and elements of the 2018 Geography Curriculum (Learning outcomes, Scope-contet, teaching-learning situation, and assessment and evaluation) and the overlap of these features with the basic principles in the vision document were discussed based on the literature and related documents. In addition, critical evaluations of all dimensions of the 2018 Geography Curriculum were included, considering the standards set within the framework of European and Turkish competencies. At the end of the study, suggestions for the curriculum were presented based on the vision document and the practices in different countries. [ABSTRACT FROM AUTHOR]

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Asylum seekers, who have to leave the geography they live in and migrate to different places, face various problems in the geographies they migrate to. While continuing their education in the geography they live in, they may be deprived of the possible benefits of higher education by leaving their education unfinished due to migration. This situation leads to the emergence of various problems both for themselves and for the country they go to. Asylum seekers who took asylum seekers in Turkey after the Syrian civil war are experiencing these problems. It is seen that various policies are implemented by YOK in order to maintain higher education services effectively. It is aimed to increase the participation of asylum seekers in higher education by opening programs where foreign students can receive education within the body of Mardin Artuklu University. With the increase in the participation of foreign students in higher education, the integration of asylum seekers will be ensured, and the society will not be deprived of the social benefit created. In this study, the data on the programs opened within Mardin Artuklu University where only foreign students can receive education were analyzed. Since the programs do not have a long history, it is difficult to make an analysis between outputs and inputs. It seems possible with the available data to reveal the social benefit that will be created by the students who participate in higher education services. Therefore, a connection between inputs and outputs could not be established due to the low number of graduates and the fact that graduates have not yet been involved in social life. This situation constitutes the limitation of the study. In the future, the data will be analyzed more accurately by conducting studies that can establish a relationship between inputs and outputs. In the study, it has been found that the expected outputs of this program are compatible with the social benefits of higher education and that the level of benefit may increase further with the spread of these programs in different universities. The aim of the study is to contribute to the literature and to guide policy makers by presenting the social benefits of higher education and developing policy proposals that will include refugees in these social benefits. [ABSTRACT FROM AUTHOR]

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Academic Social Science Studies is the property of Journal of Academic Social Science Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to develop a test to explore preservice teachers' spatial thinking ability. The sample consisted of 442 preservice teachers studying at the departments of geography teaching, social studies teaching, and geography. The following steps were followed during the test development; defining the purpose of the test, identifying properties that the test measures, formulating test items, reviewing items preparing the draft form and piloting, and designing the final test and conducting statistical analyses. According to the results of statistical analysis, the mean difficulty index of the test is 0.51 and the mean discrimination index is 0.38. The test was found to have moderate difficulty and discrimination. The results of the item analysis based on the upper and lower groups showed that each item in the test is significantly discriminant. The computed double-consistency index showed that the test has classification-sorting validity. The results obtained through the test-retest reliability method showed that the test has a consistent construct. The Kuder-Richardson 20 coefficient (KR-20) calculated to determine the reliability of the test is 0.71. The final version of the test consists of 23 items. These results provided evidence that the test is a valid and reliable test to measure preservice geography and social teachers' spatial thinking ability. The validity and reliability of the test can be investigated with different samples in future studies. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Economic & Social Research is the property of Abant Izzet Baysal University, Faculty of Economics & Administrative Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of lnternational Journal of Geography & Geography Education is the property of Marmara University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, important awareness of the tourism potential and values of Munzur Valley National Park (MVNP), which can be created by applying a place based education model in order to gain secondary education students studying in Tunceli, has been evaluated. In addition, suggestions were given on how to prepare a successful place based curriculum. This study, which is a theoretical research, is divided into two parts. In the first part, the tourism potential of MVNP has been analyzed in terms of supply, demand and competitive situation, and SWOT analysis has been made by making focus tourism suggestions for MVNP. In the second part, by defining the place based education and examining its features, suggestions about how to prepare a successful location based education program reflecting the tourism potential and values of the region are presented. [ABSTRACT FROM AUTHOR]

In every day, there has been new trends and paradigms in the ever changing and transforming world. In this sense, the place of Geography Education in Higher Education Institutes is important depending on where it is situated in this paradigm. When this situation has been once identified, it is supposed that comparing the differences in Higher Education systems between countries has a big importance. The aim of the study is to make an analytical comparative study on Geography Higher Education systems as in the example of Turkey (Uşak University) and Hungary (Pecs University). The academic staff, syllabuses and course contents of Geography departments of the two universities have been compared. Compared to Hungary, it is possible to say developments in Geography Higher Education in Turkey move slower than Hungary. The main difference on the syllabuses of the Geography departments of the two countries derives from intensity of applied Geography courses. In Hungary, the courses of Geography Information Systems and Land Workshops are not limited to only single course and they are more integrated to the whole syllabus. Therefore, students are aimed to have a more comprehensive knowledge of the software. Turkey, on the other hand, has moved to this process more slowly since the beginning of2000. The study period of Undergraudate and Master programs are also different in two universities. In Pecs University, applied courses have a stronger effect on the whole steps of Higher Education. However, in Uşak University applied courses are comparatively more limited. The ultimate targets of Turkey's Geography Education in High Education Institutes are set as more technologies of Geography Information Systems and Remote Sensing, reformation of Geography depending on the ever changing conditions and incessant education system based on land practices. [ABSTRACT FROM AUTHOR]

Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Diyalektolog - Uluslararası Sosyal Bilimler Dergisi is the property of Diyalektolog and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, it was aimed to test the effect of using teaching methods/approaches in geography education on student achievement with meta-analysis method. (i) Type of research, (ii) year of publication, (iii) education level (iv) course, (v) teaching method/approach, and (vi) country are considered as moderators on effect size in this study. On the basis of geography education and using student achievement concept, Turkish and English searching process was performed in national and international databases. After the search, 83 research including master's thesis, dissertations, and articles which were conducted between 2003 and 2019 were included in the meta-analysis study. No evidence of publication bias was found in the study. The results of the analysis using the random effect model showed that the use of teaching methods/approaches in geography teaching had a broadly positive effect on student achievement (ES=1.44). According to the findings of the moderator analysis, it was found that effect sizes differ significantly by education level, teaching method/approach, and country. In this study can be suggested that prepare the sample lesson plans and activities related to the use of teaching methods with higher effect sizes. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Turkey is located in a geographical position, at the intersection of the three continents (Asia, Europe and Africa). Therefore, it is defined by the metaphor of "bridge" in almost all relevant social science and geography books. By means of this metaphor, It is claimed that, on a narrow scale, Turkey interconnects the Middle East, the Balkans and the Caucasus, whereas on a large scale, interconnects Asia, Europe and Africa. This situation is of great importance in terms of historicity and geographical features of Turkey-Middle East relations. Therefore, the Middle East region is included in secondary and higher education curricula as important thematic areas of geography in terms of both natural and human contexts and it is aimed that students acquire in-depth knowledge about the Middle East [geography]. In this study, it is questioned how the preservice geography teachers conceive the concept of the Middle East and by which countries they define it. The sample group of the study, which was conducted as a mixed research design, consisted of ninety (90) preservice teachers who graduated from Geography Department at Çankırı Karatekin University. The data were collected by using a structured interview form that included open-ended questions. The obtained data were analysed by content analysis technique, collected under thematic dimensions, and evaluated according to gender and geographical region variables. In the second stage, chisquare independence test was used to test the correlation between the thematic dimensions and these two variables and the level of statistical significance was accepted as P<0.05. In this research, the analysis of meaning and mental designs that geography teacher candidates have assigned to the concept of Middle East was made by exploratory sequential mixed method and in this context, the functionality of secondary and higher education geography programs were discussed. [ABSTRACT FROM AUTHOR]

In primary education, the information that is learned includes the basic stone information for school life. Some of required subjects of primary education are in the geography field. Therefore, geography subjects has been included in primary education programs, especially in Social Studies, Life Science and Natural Science courses. Also, elective course of 'Our City' is composed of geographical subjects. Although, geography subjects were started to be taught at primary education level after the foundation of Turkish Republic, they had been included in the curriculum during Ottoman period. The primary education programs have changed many times and the contents of the geography course also have been revised and updated consequently. On the other hand, when geography subjects of the 2018 primary education programs were examined, it is seen that there are many similarities with the previous programs. It is important that the teachers of the course should be versatile and avoid memorization in their teaching method. In this study, document review has been used as a main qualitative research method. "The main objective of the study is to examine and analyze the situation related to geography education in 2018 primary school curriculum. In this study, document review has been used as a main qualitative research method. In this context, the curriculum prepared by the Ministry of Education in 2018 was examined. In addition, the curriculum of the previous years and the literature on the subject were reviewed. In the study, geography subjects in Social Studies, Life Science, Our City and Natural Science courses are taken as basis. As a result, in elementary education, geography subjects were sprinkled within different courses. Especially program of Natural Science has an intense geography content. Therefore, as a suggestion, the primary education programs should be continued to renew. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bu araştırmanın amacı; coğrafya öğretiminde coğrafi sorgulama becerisinin öğrencilerin tutum ve başarıları ile öğrenmenin kalıcılığı üzerine etkisini incelemektir.Deney ve kontrol gruplu deneysel desen modelinin ön test – son test olarak kullanıldığı araştırma 2013-2014 eğitim öğretim yılı birinci yarıyılında Aksaray Ahmet Cevdet Paşa Sosyal Bilimler Lisesi 9. Sınıf seviyesi öğrencilerinden random yöntemiyle seçilen 30 öğrenciden oluşan bir deney grubu ve yine 30 öğrenciden oluşan bir kontrol grubu üzerinde gerçekleştirilmiştir. Araştırma için gerekli olan verilerin toplanması için araştırmacı tarafından geliştirilen “Akademik Başarı Testi” ve Demirkaya 2003 tarafından geliştirilen “Coğrafya Dersi Tutum Ölçeği” kullanılmıştır. Deneysel çalışmalar yedi hafta sürmüştür. Çalışma süresi boyunca dersler deney grubunda coğrafi sorgulama becerisine dayalı etkinlikler uygulanmış, kontrol grubunda ise öğretmen merkezli etkinlikler ile yürütülmüştür. Deneysel çalışmanın öncesi ve sonrasında deney ve kontrol gruplarına ön test- son test kullanılarak veri toplama araçları uygulanmıştır. Ayrıca, deneysel uygulamaların bitiminden beş hafta sonra öğrenmenin kalıcılığını belirlemek için deney ve kontrol gruplarına tekrar akademik başarı ve kalıcılık testi ile tutum ölçeği uygulanmıştır. Araştırmada elde edilen veriler SPSS 15.00 programı ile frekans, yüzde, aritmetik ortalama, standart sapma değerleri ile bağımsız ve bağımlı gruplar için t-testi teknikleri kullanılarak incelemesi yapılmıştır.Araştırma bulgularına göre deneysel uygulama sonrasında, coğrafya öğretiminin coğrafi sorgulama becerisine dayalı öğretim etkinlikleriyle gerçekleştirdiği deney grubu öğrencilerinin akademik başarı puanları kontrol grubu öğrencilerine göre daha yüksek çıkarak deney grubu öğrencileri lehine önemli bir farklılık bulunmuştur. Ayrıca aynı sonuç akademik başarı kalıcılık testi puanları için de geçerli olmuştur. Ancak coğrafya dersine yönelik tutum puanları deney grubu ve kontrol grubu öğrencilerinin arasında sayısal değer olarak deney grubu öğrencilerin lehinde bir farklılık olmasına karşın değerlendirme sonucunda önemli bir farklılığın olmadığı tespit edilmiştir.Elde edilen sonuca göre; coğrafya öğretiminde coğrafi sorgulama becerisine dayalı öğretim etkinliklerinin öğrencilerin akademik başarılarını ve başarının kalıcılığını olumlu yönde etkilediği, tutumları üzerinde ise anlamlı bir olumlu etkisinin olmadığı görülmüştür.

Copyright of OPUS - International Journal of Society Researches is the property of OPUS - International Journal of Society Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)