Geography Teachers' Geographic Inquiry Studies and the Problems They Face

Hülya Yiğit Özüdoğru

Article Details

Geography Teachers' Geographic Inquiry Studies and the Problems They Face

Authors:

Hülya Yiğit Özüdoğru

Publisher:

Ankara Hacı Bayram Veli University

Journal:

Ankara Hacı Bayram Veli Üniversitesi Edebiyat Fakültesi Dergisi Issue Cumhuriyetin Yüzüncü Yılı Özel Sayısı, pp.53-72

Document Type:

Article

Publication Date:

4/2023

Document Language:

Turkish

Document ID (Org No.):

2001287840

pISSN:

2687-6175

Keywords:

Abstract:

 This study was conducted to determine geography teachers understanding of geographic inquiry, the factors shaping this understanding, the role they adopt in geographic inquiry studies, their applications in the learning environment and the problems they experience in the application. The research was conducted with 209 geography teachers in the 2021-2022 academic year. The questionnaire used in this research, in which survey design was used, was developed by the researcher. In the study, frequency and percentage values of the data obtained from the semi-structured and multiple-choice survey questions were calculated. The answers given to the open-ended questions were combined under certain themes and codes. According to the findings, more than half of the teachers accept that geographic inquiry is an approach. Of the teachers participating in the study, 15.3 had never heard of geographic inquiry before. Teachers focused on questions and problems to conduct geographic inquiry work. They gave examples of the problems especially related to the environment and society unit. The thematic area identified by the teachers as the subject of inquiry is Turkey. Some of the key concepts that come to the fore in the inquiry are space, region, location, geopolitics, place, and time. As for the material, maps have remained important for inquiry. The idea that geographic inquiry can be done through fieldwork is quite common. They preferred to question the current problems of Turkey and the world such as natural disasters, earthquakes, drought, global warming, climate change, migration, and food crisis.Teachers mentioned many problems ranging from motivation to lack of geographical knowledge and skills. Teachers mostly adopted roles appropriate to the closed inquiry model in the learning environment. The results showed that in the classroom, an approach that is embedded in traditional teaching, where students are engaged in activities, was applied. In order to improve geography teachers geographic inquiry skills, it is recommended to support their professional knowledge with pedagogical content knowledge.

 This study was conducted to determine geography teachers understanding of geographic inquiry, the factors shaping this understanding, the role they adopt in geographic inquiry studies, their applications in the learning environment and the problems they experience in the application. The research was conducted with 209 geography teachers in the 2021-2022 academic year. The questionnaire used in this research, in which survey design was used, was developed by the researcher. In the study, frequency and percentage values of the data obtained from the semi-structured and multiple-choice survey questions were calculated. The answers given to the open-ended questions were combined under certain themes and codes. According to the findings, more than half of the teachers accept that geographic inquiry is an approach. Of the teachers participating in the study, 15.3 had never heard of geographic inquiry before. Teachers focused on questions and problems to conduct geographic inquiry work. They gave examples of the problems especially related to the environment and society unit. The thematic area identified by the teachers as the subject of inquiry is Turkey. Some of the key concepts that come to the fore in the inquiry are space, region, location, geopolitics, place, and time. As for the material, maps have remained important for inquiry. The idea that geographic inquiry can be done through fieldwork is quite common. They preferred to question the current problems of Turkey and the world such as natural disasters, earthquakes, drought, global warming, climate change, migration, and food crisis.Teachers mentioned many problems ranging from motivation to lack of geographical knowledge and skills. Teachers mostly adopted roles appropriate to the closed inquiry model in the learning environment. The results showed that in the classroom, an approach that is embedded in traditional teaching, where students are engaged in activities, was applied. In order to improve geography teachers geographic inquiry skills, it is recommended to support their professional knowledge with pedagogical content knowledge.

 This study was conducted to determine geography teachers understanding of geographic inquiry, the factors shaping this understanding, the role they adopt in geographic inquiry studies, their applications in the learning environment and the problems they experience in the application. The research was conducted with 209 geography teachers in the 2021-2022 academic year. The questionnaire used in this research, in which survey design was used, was developed by the researcher. In the study, frequency and percentage values of the data obtained from the semi-structured and multiple-choice survey questions were calculated. The answers given to the open-ended questions were combined under certain themes and codes. According to the findings, more than half of the teachers accept that geographic inquiry is an approach. Of the teachers participating in the study, 15.3 had never heard of geographic inquiry before. Teachers focused on questions and problems to conduct geographic inquiry work. They gave examples of the problems especially related to the environment and society unit. The thematic area identified by the teachers as the subject of inquiry is Turkey. Some of the key concepts that come to the fore in the inquiry are space, region, location, geopolitics, place, and time. As for the material, maps have remained important for inquiry. The idea that geographic inquiry can be done through fieldwork is quite common. They preferred to question the current problems of Turkey and the world such as natural disasters, earthquakes, drought, global warming, climate change, migration, and food crisis.Teachers mentioned many problems ranging from motivation to lack of geographical knowledge and skills. Teachers mostly adopted roles appropriate to the closed inquiry model in the learning environment. The results showed that in the classroom, an approach that is embedded in traditional teaching, where students are engaged in activities, was applied. In order to improve geography teachers geographic inquiry skills, it is recommended to support their professional knowledge with pedagogical content knowledge.

 Bu araştırma, coğrafya öğretmenlerinin coğrafi sorgulama anlayışı ve bu anlayışı şekillendiren faktörler ile coğrafi sorgulama çalışmalarında benimsedikleri rolun, öğrenme ortamındaki uygulamalarının ve uygulamada yaşadıkları sorunların belirlenmesi amacıyla yapılmıştır. Araştırma, 2021-2022 eğitim öğretim yılında 209 coğrafya öğretmeni ile gerçekleştirilmiştir. Tarama modeliyle yapılan bu araştırmada veri toplama aracı olarak kullanılan anket araştırmacı tarafından geliştirilmiştir. Çalışmada, yarı yapılandırılmış ve çoktan seçmeli anket sorularından elde edilen verilerin frekans ve yuzdelik değerleri hesaplanmıştır. Açık uçlu sorulara verilen yanıtlar belirli temalar ve kodlar altında birleştirilmiştir. Bulgulara göre öğretmenlerin yarısından fazlası coğrafi sorgulamanın bir yaklaşım olduğunu kabul etmektedir. Çalışmaya katılan öğretmenlerin 15,3u coğrafi sorgulamayı daha önce hiç duymamıştır. Öğretmenler coğrafi sorgulama çalışması yapmak için soru ve sorunlara odaklanmıştır. Özellikle de çevre ve toplum unitesi kapsamındaki sorunlardan örnekler vermişlerdir. Öğretmenlerin sorgulama konusu olarak belirledikleri tematik alan Turkiyedir. Sorgulamada ön plana çıkan bazı temel kavramlar mekân, bölge, konum, jeopolitik, yer ve zamandır. Materyal olarak haritalar sorgulama için önemini korumuştur. Coğrafi sorgulamanın arazi çalışmasıyla yapılabileceği duşuncesi oldukça yaygındır. Doğal afetler, deprem, kuraklık, kuresel ısınma, iklim değişikliği, göç, gıda krizi gibi guncel sorunları sorgulamayı tercih etmişlerdir. Öğretmenler, başta motivasyon olmak uzere coğrafi bilgi ve beceri eksikliğine kadar pek çok soruna değinmişlerdir. Öğretmenler, çoğunlukla öğrenme ortamında kapalı sorgulama modeline uygun rolleri benimsemişlerdir. Sonuçlar; sınıfta öğretmenler tarafından, öğrencinin etkinliklerle meşgul olduğu geleneksel öğretime monte edilmiş bir yaklaşımın uygulandığını göstermiştir. Coğrafya öğretmenlerin coğrafi sorgulama becerilerini geliştirmek için mesleki bilgilerinin pedagojik alan bilgisiyle desteklenmesi önerilir.

Article Details

Geography Teachers' Geographic Inquiry Studies and the Problems They Face

Authors:

Hülya Yiğit Özüdoğru

Publisher:

Ankara Hacı Bayram Veli University

Journal:

Ankara Hacı Bayram Veli Üniversitesi Edebiyat Fakültesi Dergisi Issue Cumhuriyetin Yüzüncü Yılı Özel Sayısı, pp.53-72

Document Type:

Article

Publication Date:

4/2023

Document Language:

Turkish

Document ID (Org No.):

2001287840

pISSN:

2687-6175

Geography

Secondary Education

Inquiry

Skill

Issuecoğrafya

orta öğretim

sorgulama

beceri

sorun

Issues

Article Details

Authors: Hülya Yiğit Özüdoğru

Publisher: Ankara Hacı Bayram Veli University

Journal: Ankara Hacı Bayram Veli Üniversitesi Edebiyat Fakültesi Dergisi Issue Cumhuriyetin Yüzüncü Yılı Özel Sayısı, pp.53-72

Document Type: Article

Publication Date: 4/2023

Document Language: Turkish

Document ID (Org No.): 2001287840

pISSN: 2687-6175

Issues

Authors:

Hülya Yiğit Özüdoğru

Publisher:

Ankara Hacı Bayram Veli University

Journal:

Ankara Hacı Bayram Veli Üniversitesi Edebiyat Fakültesi Dergisi Issue Cumhuriyetin Yüzüncü Yılı Özel Sayısı, pp.53-72

Document Type:

Article

Publication Date:

4/2023

Document Language:

Turkish

Document ID (Org No.):

2001287840

pISSN:

2687-6175