Research Article
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Year 2021, Volume: 11 Issue: 1, 75 - 99, 30.03.2021
https://doi.org/10.33403/rigeo.839193

Abstract

References

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  • Akmehmetoğlu, H. (2014). The problems encountered by Social Sciences teachers in Social Sciences teaching (Sample of Kastamonu province) (Yayımlanmamış yüksek lisans tezi). Kastamonu Üniversitesi Sosyal Bilimler Enstitüsü, Kastamonu.
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  • Aktürk, V. (2012). The effects of using animation and digital map for students? capabilities to perceive the space in social studies lesson (Yayımlanmamış yüksek lisans tezi). Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyon.
  • Aladağ, S. (2015). Sosyal bilgiler öğretimi. Ramazan Sever (Ed.) içinde, Sosyal bilgiler öğretiminde beceriler (s. 307-348). Ankara: Nobel Akademi Yayıncılık.
  • Alataş, F. (2008). The soft sciences course of 4th and 5th grades in primary school (Yayımlanmamış yüksek lisans tezi). Dokuz Eylül Üniversitesi Eğitim Bilimleri Enstitüsü, İzmir.
  • Ata, B. (2015). Sosyal bilgiler öğretimi: demokratik vatandaşlık eğitimi. Cemil Öztürk (Ed.) içinde, Sosyal bilgiler öğretim programı (s. 33-47). Ankara: Pegem Akademi Yayıncılık.
  • Ateş, A. (2007). A research on the basic problems that the orienteers face in Turkey (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Avcı, M. (2013). Geography students' views on the use of orienteering activity in geography education (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Baloğlu Uğurlu, N., & Aladağ, E. (2015). The placing of spatial thinking in Turkish social studies education and social studies teachers’ opinion about this ıssue. Marmara Coğrafya Dergisi, 32, 22-42.
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.
  • Çepni, S. (2014). Araştırma ve proje çalışmalarına giriş. (7. Basım). Trabzon: Celepler Matbaacılık.
  • Demirci, A. (2008). Coğrafya öğretiminde yöntem ve yaklaşımlar. R. Özey ve A. Demirci (Ed.) içinde, Coğrafyayı yeniden keşfetmek (1-16). İstanbul: Aktif Yayınevi.
  • Di Tore, P. A., Corona, F., & Sibilio, M. (2015). Orienteering: Spatial Navigation Strategies and Cognitive Processes. Journal of Human Sport and Exercise, 10(1), 507-514.
  • Doğan, C. (2004). Classroom teachers' views on lessons and their preferred teaching methods: Sample of Istanbul province. Türk Eğitim Bilimleri Dergisi, 2 (2), 193-203.
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  • Gelbal, S. (2013). Ölçme ve değerlendirme. Eskişehir: Anadolu Üniversitesi Açık Öğretim Fakültesi Yayınları.
  • Gençtürk, E. (2013). Sosyal bilgiler için çoklu okuryazarlık. K. Karatekin ve E. Gençtürk (Ed.) içinde, Coğrafya okuryazarlığı (s. 24-42). Ankara: Pegem Akademi Yayıncılık.
  • Golledge, R. G., Marsh, M. & Battersby, S. (2008). Matching geospatial concepts with geographic educational needs. Geographical Research, 46(1), 85-98.
  • Guzmán, J. F., Pablos, A. M., & Pablos, C. (2008). Perceptual-cognitive skills and performance in orienteering. Perceptual and motor skills, 107(1), 159-164.
  • Hart, R. (1979). Children's experience of place. Newyork: Irvington Publishers.
  • Huynh, N. T. (2009). The role of geospatial thinking and geographic skills in effective problem solving with gıs: K-16 education (Unpublished doctoral dissertation). Wilfrid Laurier University, Ontario.
  • Jo, I. (2011). Fostering a spatially literate generation: Explicit instruction in spatial thinking for preservice teachers (Unpublished doctoral dissertation). Texas A&M University, Texas.
  • Kan, Ç. (2006). The pursuıt of effectıve ınstructıon of socıal studıes course. Kastamonu Eğitim Dergisi, 14(2), 537-544.
  • Karaca, F. (2008). Function of orienteering applications on primary school's program (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Karatekin, K. (2006). The effect of teaching the subject of direction and finding methods according to multiple intelligence theory on student’s success at the 4th class of primary school (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Karatekin, K., Sönmez, Ö. F., & Kuş, Z. (2010). Facing problems and teachers’ opinions about the practising of teaching activities prepared according to multiple intelligence. Türkiye Sosyal Araştırmalar Dergisi, 14(2), 139-154.
  • Kaya, S., & Elgün, A. (2015). The ınfluence of ınstructıonal games ın scıence teachıng on prımary students’ achıevement. Kastamonu Eğitim Dergisi, 23(1), 329-342.
  • Kim, M. (2011). Effects of a gis course on three components of spatial literacy (Unpublished doctoral dissertation). Texas A&M University, Texas.
  • Kobayashi, T. (2019, July). Orienteering in geography education in japanese high school. Paper Presented at the 29th International Cartographic Conference (ICC 2019), Tokyo, Japan.
  • Koçyiğit, S., Tuğluk, M. N., & Kök, M. (2007). Play as educational activity in the child's development process. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 16, 324-342.
  • Köşker, N. (2012). Thoughts of prospectıve class teachers on theırspatıal cognıtıve adequacy. Zeitschrift für die Welt der Türken/Journal of World of Turks, 4(3), 161-173.
  • Lee, J. W. (2005). Effect of gis learning on spatial ability (Unpublished doctoral dissertation). Texas A&M University, Texas.
  • Lee, J., & Bednarz, R. (2009). Effect of GIS learning on spatial thinking. Journal of Geography in Higher Education, 33(2), 183-198.
  • Lee, J., & Bednarz, R. (2012). Components of spatial thinking: Evidence from a spatial thinking ability test. Journal of Geography, 111(1), 15-26.
  • Merç, A. (2011). Spatial cognition and map-reading skills of students studying social studies education and pre-school education (Yayımlanmamış yüksek lisans tezi). Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü, Aydın.
  • Merç, A. (2017). The effectiveness of Google Earth in the acquisition of spatial perception ability in social studies courses (Yayımlanmamış doktora tezi). Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
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  • Notarnicola, A., Vicenti, G., Tafuri, S., Fischetti, F., Laricchia, L., Guastamacchia, R., & Moretti, B. (2012). Improved mental representation of space in beginner orienteers. Perceptual and motor skills, 114(1), 250-260.
  • Öcal, A. (2007). Inquiring 6. grades student’s spatial cognition skills in elementary school social studies course (Yayımlanmamış doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
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The Effect of Orienteering Applications on Students' Spatial Thinking Skills in Social Studies: The Case of Turkey

Year 2021, Volume: 11 Issue: 1, 75 - 99, 30.03.2021
https://doi.org/10.33403/rigeo.839193

Abstract

Spatial thinking skills are competencies individuals will need in their lives in order to know and understand the world and to perceive the space correctly. In order for individuals to have these competencies, effective traning in the development of spatial thinking skills should occur. Spatial thinking skills can be acquired through student-centered, active learning and orienteering activities, all of which can be applied in lessons as a type of game instead of through traditional teaching methods and techniques. In this study, it is aimed to investigate the effect of spatial thinking skills on the orienteering practices of students' in primary school Grade 4 Social Studies course. The study group consists of a total of 104 students: 51 students are in the experimental group and 53 students are in the control group. All participants are in Grade 4 at a primary school in Merkez district of Kastamonu province in Turkey during the 2019-2020 academic year. Lessons were taught with activities based on orienteering practices in the experimental group, and curriculum-based instruction was conducted in the control group. In the research, one of the quantitative research methods was used as a quasi-experimental model with a pretest-posttest control group. The Spatial Thinking Skill Test (STSS) developed by the researcher was used as the data collection tool. As a result of the research, it was concluded that orienteering practices are effective in developing students' spatial thinking skills. Orienteering is recommended to be used as a teaching technique in Social Studies lessons because it is an entertaining activity that enables learning by doing, the development of multi-faceted thinking, and the transference of spatial thinking skills to daily life.

References

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  • Akgül, N. İ. (2006). The methods used by classroom teachers in social studies course and the problems they encountered (Niğde Province Example) (Yayımlanmamış yüksek lisans tezi). Niğde Üniversitesi Sosyal Bilimler Enstitüsü, Niğde.
  • Akman, K. (2017). Investigation of orienteer high-schoolers' motivation levels in terms of different variables (Yayımlanmamış yüksek lisans tezi). Atatürk Üniversitesi Eğitim Bilimleri Enstitüsü, Erzurum.
  • Akmehmetoğlu, H. (2014). The problems encountered by Social Sciences teachers in Social Sciences teaching (Sample of Kastamonu province) (Yayımlanmamış yüksek lisans tezi). Kastamonu Üniversitesi Sosyal Bilimler Enstitüsü, Kastamonu.
  • Aktürk V., Yazıcı H. & Bulut R. (2013). The effects of the use of animations and digital maps in social studies on students’ spatial perception skills. Marmara Coğrafya Dergisi, 28, 1-17.
  • Aktürk, V. (2012). The effects of using animation and digital map for students? capabilities to perceive the space in social studies lesson (Yayımlanmamış yüksek lisans tezi). Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü, Afyon.
  • Aladağ, S. (2015). Sosyal bilgiler öğretimi. Ramazan Sever (Ed.) içinde, Sosyal bilgiler öğretiminde beceriler (s. 307-348). Ankara: Nobel Akademi Yayıncılık.
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  • Avcı, M. (2013). Geography students' views on the use of orienteering activity in geography education (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
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  • Gelbal, S. (2013). Ölçme ve değerlendirme. Eskişehir: Anadolu Üniversitesi Açık Öğretim Fakültesi Yayınları.
  • Gençtürk, E. (2013). Sosyal bilgiler için çoklu okuryazarlık. K. Karatekin ve E. Gençtürk (Ed.) içinde, Coğrafya okuryazarlığı (s. 24-42). Ankara: Pegem Akademi Yayıncılık.
  • Golledge, R. G., Marsh, M. & Battersby, S. (2008). Matching geospatial concepts with geographic educational needs. Geographical Research, 46(1), 85-98.
  • Guzmán, J. F., Pablos, A. M., & Pablos, C. (2008). Perceptual-cognitive skills and performance in orienteering. Perceptual and motor skills, 107(1), 159-164.
  • Hart, R. (1979). Children's experience of place. Newyork: Irvington Publishers.
  • Huynh, N. T. (2009). The role of geospatial thinking and geographic skills in effective problem solving with gıs: K-16 education (Unpublished doctoral dissertation). Wilfrid Laurier University, Ontario.
  • Jo, I. (2011). Fostering a spatially literate generation: Explicit instruction in spatial thinking for preservice teachers (Unpublished doctoral dissertation). Texas A&M University, Texas.
  • Kan, Ç. (2006). The pursuıt of effectıve ınstructıon of socıal studıes course. Kastamonu Eğitim Dergisi, 14(2), 537-544.
  • Karaca, F. (2008). Function of orienteering applications on primary school's program (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.
  • Karatekin, K. (2006). The effect of teaching the subject of direction and finding methods according to multiple intelligence theory on student’s success at the 4th class of primary school (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Karatekin, K., Sönmez, Ö. F., & Kuş, Z. (2010). Facing problems and teachers’ opinions about the practising of teaching activities prepared according to multiple intelligence. Türkiye Sosyal Araştırmalar Dergisi, 14(2), 139-154.
  • Kaya, S., & Elgün, A. (2015). The ınfluence of ınstructıonal games ın scıence teachıng on prımary students’ achıevement. Kastamonu Eğitim Dergisi, 23(1), 329-342.
  • Kim, M. (2011). Effects of a gis course on three components of spatial literacy (Unpublished doctoral dissertation). Texas A&M University, Texas.
  • Kobayashi, T. (2019, July). Orienteering in geography education in japanese high school. Paper Presented at the 29th International Cartographic Conference (ICC 2019), Tokyo, Japan.
  • Koçyiğit, S., Tuğluk, M. N., & Kök, M. (2007). Play as educational activity in the child's development process. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 16, 324-342.
  • Köşker, N. (2012). Thoughts of prospectıve class teachers on theırspatıal cognıtıve adequacy. Zeitschrift für die Welt der Türken/Journal of World of Turks, 4(3), 161-173.
  • Lee, J. W. (2005). Effect of gis learning on spatial ability (Unpublished doctoral dissertation). Texas A&M University, Texas.
  • Lee, J., & Bednarz, R. (2009). Effect of GIS learning on spatial thinking. Journal of Geography in Higher Education, 33(2), 183-198.
  • Lee, J., & Bednarz, R. (2012). Components of spatial thinking: Evidence from a spatial thinking ability test. Journal of Geography, 111(1), 15-26.
  • Merç, A. (2011). Spatial cognition and map-reading skills of students studying social studies education and pre-school education (Yayımlanmamış yüksek lisans tezi). Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü, Aydın.
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  • Mutluer, C. (2013). Social studies teachers' views about the skills in social studies programs (Izmir menemen sample). International Periodical For the Languages, Literature and History of Turkish or Turkic Volume 8/7 Summer 2013, 355-362.
  • Namal, R. (2019). The development of graph drawing ang interpretation skills in social studies teaching (Yayımlanmamış doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Notarnicola, A., Vicenti, G., Tafuri, S., Fischetti, F., Laricchia, L., Guastamacchia, R., & Moretti, B. (2012). Improved mental representation of space in beginner orienteers. Perceptual and motor skills, 114(1), 250-260.
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There are 71 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Turan Yiğit 0000-0002-7487-6246

Kadir Karatekin 0000-0003-3807-7030

Publication Date March 30, 2021
Submission Date December 11, 2020
Acceptance Date April 18, 2021
Published in Issue Year 2021 Volume: 11 Issue: 1

Cite

APA Yiğit, T., & Karatekin, K. (2021). The Effect of Orienteering Applications on Students’ Spatial Thinking Skills in Social Studies: The Case of Turkey. Review of International Geographical Education Online, 11(1), 75-99. https://doi.org/10.33403/rigeo.839193
AMA Yiğit T, Karatekin K. The Effect of Orienteering Applications on Students’ Spatial Thinking Skills in Social Studies: The Case of Turkey. Review of International Geographical Education Online. March 2021;11(1):75-99. doi:10.33403/rigeo.839193
Chicago Yiğit, Turan, and Kadir Karatekin. “The Effect of Orienteering Applications on Students’ Spatial Thinking Skills in Social Studies: The Case of Turkey”. Review of International Geographical Education Online 11, no. 1 (March 2021): 75-99. https://doi.org/10.33403/rigeo.839193.
EndNote Yiğit T, Karatekin K (March 1, 2021) The Effect of Orienteering Applications on Students’ Spatial Thinking Skills in Social Studies: The Case of Turkey. Review of International Geographical Education Online 11 1 75–99.
IEEE T. Yiğit and K. Karatekin, “The Effect of Orienteering Applications on Students’ Spatial Thinking Skills in Social Studies: The Case of Turkey”, Review of International Geographical Education Online, vol. 11, no. 1, pp. 75–99, 2021, doi: 10.33403/rigeo.839193.
ISNAD Yiğit, Turan - Karatekin, Kadir. “The Effect of Orienteering Applications on Students’ Spatial Thinking Skills in Social Studies: The Case of Turkey”. Review of International Geographical Education Online 11/1 (March 2021), 75-99. https://doi.org/10.33403/rigeo.839193.
JAMA Yiğit T, Karatekin K. The Effect of Orienteering Applications on Students’ Spatial Thinking Skills in Social Studies: The Case of Turkey. Review of International Geographical Education Online. 2021;11:75–99.
MLA Yiğit, Turan and Kadir Karatekin. “The Effect of Orienteering Applications on Students’ Spatial Thinking Skills in Social Studies: The Case of Turkey”. Review of International Geographical Education Online, vol. 11, no. 1, 2021, pp. 75-99, doi:10.33403/rigeo.839193.
Vancouver Yiğit T, Karatekin K. The Effect of Orienteering Applications on Students’ Spatial Thinking Skills in Social Studies: The Case of Turkey. Review of International Geographical Education Online. 2021;11(1):75-99.