Analojilerle Öğretim Modelinin (TWA) Coğrafya Öğretimine Yansımaları

Abstract

The aim of this study was to reveal reflections of the teaching-with-analogies model (TWA) on the teaching of geography. In this study which was designed based on the qualitative research method, the case study design was used, and a semi-structured interview technique was employed for data collection. In this context, geography preservice teachers were informed about the analogy method and TWA in the course of “Geography Teaching Methods 1.” They were divided into four groups, and each group was asked to develop their own TWA model. In the stage of developing the TWA model in a way suitable for the 9th-grade level, the preservice teachers were guided by the instructor of the course, and three field educators, one of whom was also the domain expert, were consulted in order to increase the validity and reliability of the models. Afterward, the model was implemented by the preservice teachers in the internship schools in the framework of the “Teaching Practice” course. At the end of the process, semi-structured interviews were conducted individually with geography preservice teachersFurthermore, according to the geography preservice teachers, 9th-grade students within the scope of the implementation found the TWA model interesting, instructive, facilitating/comprehensible, providing permanent learning, requiring active participation, developing, and entertaining. There were also students who found the TWA model complex and experienced difficulties in understanding the breaking point. Based on these results, it is necessary to introduce the TWA model and analogies to geography teachers and to raise awareness by increasing studies on its usability. Increasing teachers’ knowledge and usage skills will reduce their prejudice and limitations.

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