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Orienteering is an increasingly popular sport activity. Because orienteering is believed to improve cognitive, affective, and behavioural skills, it is used in many classes such as social studies, geography, and physical education. It is, thus, of critical importance to know attitudes towards orienteering, especially among middle school students to use orienteering more effectively and efficiently. This study aimed to develop a reliable and valid scale to measure middle school students' attitudes towards orienteering. To this end, the study sampled 600 students who were attending fifth, sixth, seventh, and eighth grades during the fall term of the 2019-2020 academic year. Expert opinion was sought for the content and face validity of the scale. The results of the exploratory factor analysis (EFA) conducted for the construct validity indicated a three-factor structure consisting of sixteen items, which accounted for 65.06% of the total variance. The factor loadings of the scale items ranged from 0.61 and 0.94. According to the results of the confirmatory factor analysis (CFA), the goodness of fit indices (GFI) were as follows: X[superscript 2]/df = 2.37, RMSEA = 0.07, GFI = 0.91, AGFI = 0.88, SRMR = 0.05, RFI = 0.95, CFI =0.97, IFI = 0.97, NFI = 0.96, and NNFI = 0.97. The reliability of the scale was tested using the Cronbach's alpha coefficient, the test-retest reliability coefficient, the significance of the correlation coefficients for the scale and subscales, and the upper and lower 27%. The Cronbach's alpha coefficient was found to be 0.92 for the total scale, 0.89 for the affective subscale, 0.89 for the behavioural subscale, and 0.72 for the cognitive subscale. Based on the findings, the Orienteering Attitudes Scale is a valid and reliable measure and can be used to measure middle school students' attitudes towards orienteering.

This research aimed to examine the effect of authentic learning activities on achievement in social studies and attitudes towards Geographic Information System (GIS). To this end, it used an explanatory mixed method design where both quantitative and qualitative data were collected. The quantitative data were collected using an academic achievement test and the Geographic Information Systems (GIS) Attitude Scale developed by Baloglu Ugurlu and the qualitative data were collected using a semi-structured interview form. The research was carried out in two fifth-grade sections in a middle school in Kirsehir located in central Turkey during the fall semester of the 2019-2020 academic year. The study group consisted of 60 students, the half of whom were in the control group and the other half were in the experimental group. The experimental group was taught using authentic learning activities, while the control group was taught using textbook activities prepared in accordance with the social studies curriculum. According to the results of the analysis of the quantitative data, there was a significant difference in the test scores in favor of the experimental group and there was a significant positive difference between the experimental group's mean pretest and posttest scores in the GIS Attitude Scale. The results of the analysis of the qualitative data showed that the students did not get bored with the social studies course, they were more active during the classes and attended the course thanks to the activities they did in the classroom, and they could see the landforms they had not had the chance to see before and learned better thanks to the GIS software. The research explores, for the first time, the effect of authentic learning on GIS attitude.

Copyright of Bolu Abant Izzet Baysal University Journal of Faculty of Education / Bolu Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi is the property of Bolu Abant Izzet Baysal University Journal of 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 Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social 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.)

The aim of this study is to investigate the communication skills of prospective teachers in terms of various variables. In the spring semester of 2017-2018 academic year, 249 teacher candidates studying in the 1st, 2nd, 3rd and 4th grades of the Social Studies Teaching Department of the Faculty of Education of Aydın Adnan Menderes University and Uşak University formed the participants. In the research, the survey model was applied. For the research, firstly a literature review was performed and then data was gathered about the communication skills of Social Studies teacher candidates through the personal information form and the inventory of communication skills. In the analysis of the data t-test and one-way analysis of variance was performed. According to the findings of the research; It was seen that social studies teacher candidates' communication skills levels were high, and behavioral communication skills scores were higher than communication skills scores in mental and emotional dimensions. While communication skills of teacher candidates differed significantly according to gender, academic achievement and class level; It has been determined that there is no significant difference according to the high school, university, parent profession, family income level, number of siblings, long-term residence and frequency of using technology. [ABSTRACT FROM AUTHOR]

Maps and compass use in the sport of orienteering is a necessity. Therefore orienteering may contribute to the development of the individual's geographic skills. The aim of this study is to examine the effect of orienteering course on map literacy skills of students at school of physical education and sports. One group pre-post test weak experimental design was used in this study. The implementation process lasted 15 weeks. The study group was recruit by using the criterion sampling method. Fourthly eight students who have different classes attended the orienteering courses in School of Physical Education and Sports in Aydın Adnan Menderes University. Research findings indicated that, there was a statistically significant difference between the pre - post test scores of the study group, and the orientation course was found to be moderately effective in developing students' map literacy skills. [ABSTRACT FROM AUTHOR]