The Level of Realizing Geographical Skills in Geography Lessons.

Abstract

Abstract Learning geography for an individual starts with the relationship between human and location. This relationship develops depending on gaining some skills which are necessary for understanding and using the geographical location as effective as possible. One of the main goals of high school geography education is to enable individuals to gain skills which will increase their spatial perceptions. This geography curriculum whose main elements are skills, concepts, values, and attitudes and which has also been used since 2005 has been prepared according to this aim. Thus, availability of geographical skills exclusive to geography lessons shows that. The aim of this research is to study realization levels of geographical skills which are eight in total. Therefore, realization levels of the skills 9th and 12th grade students gained in geography lessons have been detected and compared to each other. For that reason, a scale developed by the researcher was conducted to the 9th and 12th grade students and the results have statistically been discussed. According to available results, it has been found out that skills realization level of 9th grade students is rather low and 12th grade students' realization level developed dramatically. However, some skills have developed in 9th grade or 12th grade as acquisition belonging to the lesson is unequal. Within the framework of the findings of the study, it is has been suggested that in order to increase the realization level of geographical skills, skill-based activities which will be a guide to the teachers during the learning-teaching process should be focused. Besides, it should be noted that, in order to stop unequal skill developments, the acquisitions in which each skill is represented in each grade in the educational program. Key Words Geography Education, Skill Education, Geographic Skill, Student-Centered Education. The main issue of geography science, which studies physical, human and economic events of the whole or partial earth, comprises of the relationship of human and location. There is geography wherever human is and human being has had relationship with environment since they were sent to the world (Ozey, 2010, p. 1). To develop these relationships effectively for the benefit of environment and human, developed geographical skill of individuals have a significant role. In formal education, geography education is applied through planned programs. The programs have not always progressed in the same way, there have been changes sometimes and they were updated depending on innovations. Thus, in 2005, there have been extensive changes in Geography Teaching Program (GTP) and a constructivist-based program aiming active learning was prepared. GTP (Milli Egitim Bakanligi [MEB], 2005), in addition to changing old geographical view, has created that the subjects are learned by the students, not taught by the teachers. GTP approach comprises of a new approach in geography education via active learning philosophy in view of learning-teaching processes, assessment-evaluation methods, and the role of the learner. New philosophy aims at making the student active and leading them to apply some certain skills. In this respect, GDP cares for constructivism in the view of student-oriented approaches, that is, active learning and theoretical basics. Teacher has the role of guide, master, and their leader role instead of lecturer. Thus, the coursebooks reflect the basic properties of this philosophy (MEB, 2007-2008; Ozey, Demirci, Unlu, & Comak, 2006). Basic elements of GTP are Skills, Concepts, Values, and Attitudes. When the program is examined, an approach focusing on learning and activities rather than teaching, foreseeing an educational philosophy which aims gaining skills for that, including an alternative evaluation-assessment methods, empowering collaboration with main and sub-fields, and reflecting unique/thematic views based on constructivism can be observed. …

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