Examination Of Map Literacy Levels Of Secondary Levels Students (9 th Grade) in Terms of Certain Variables

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Behaviourist approach is based on a teacher-centered education concept. Unlike behaviourist approach, constructivist approach is based on student-centered concept. In the beginning of 2000s, constructivist approach model is adopted at secondary education curriculum. By the constructivist approach, it has been changed to student-centered education from the teacher-centered education. Ability and value education got importance with the student-centered education. Geography education gives opportunities the individuals to improve the abilities such as geographical questioning, perception of change and persistence, observation, using evidence, reading and commenting map, graphics and chart. The aim of this research is to designate the map literacy level of the secondary grade students (9th Graders), and to expose the effects of miscellaneous variable on dimensions that form the map literacy. When the related field has been examined, the map literacy of the individuals has been searched by different people on different zones (class teachers, social sciences teachers). However; there has not been a research on secondary students yet. When it is considered, it is believed that the research can close the space of secondary school students in this field. The sample of the research consists of the easy participant students who are selected randomly from secondary schools in Sivas in the 2nd term of 2015-2016 academic years. In this research, statistical analyses have been done by using SPSS 18 (Statistical PackageforSocialScienceforPersonalComputers) Programme. t-Test is done for the independent sample between the dimensions of map literacy and independent variables; one-way analysis variance (ANOVA) is done for unrelated samples. In the direction of the evidences taken by the research, there is no meaningful map literacy difference according to the gender of the students, education level of the parents and the type of the used map. Besides, there are meaningful differences in map literacy level according to the type of the school (in favour of Science High School students), according to the frequency of using map (in favour of the students who use map frequently), according to the aims of using map (in favour of students who use maps for place-direction and tourism), and according to their interests to the course (in favour of the students who are interested in course).

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Map , Map Abilities , Map Literacy , Secondary School Students

eastern geographical review

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eastern geographical review