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Mekânsal Düşünme Becerisinin 2024 Coğrafya Dersi Öğretim Programındaki Yeri ve Program Bileşenleriyle İlişkisi

Year 2025, Volume: 14 Issue: 1, 197 - 210, 28.03.2025

Cennet Şanlı , Serkan Kırkeser

https://doi.org/10.30703/cije.1514088

Abstract

Bu araştırmada mekânsal düşünme becerisinin 2024 Coğrafya Dersi Öğretim Programındaki (CDÖP) yeri ve program bileşenleriyle ilişkisini ortaya koymak amaçlanmıştır. Araştırmada durum çalışması yöntemi kullanılmıştır. Araştırma verilerine Millî Eğitim Bakanlığı’nın öğretim programları sayfasından online erişim sağlanmıştır. Elde edilen veriler araştırmacılar tarafından geliştirilen formda yer alan unsurlar doğrultusunda betimsel analiz tekniğiyle çözümlenmiştir. Araştırma sonuçlarına göre, CDÖP'de mekânsal düşünme becerisiyle ilişkili 14 öğrenme çıktısı belirlenmiştir. CDÖP’de tüm sınıf düzeylerinde mekânsal düşünme becerisi ağırlıklı olarak “Beşerî Sistemler ve Süreçler” ünitelerindeki konularla ilişkilendirilmiştir. Mekânsal düşünmenin öğretiminde ağırlıklı olarak bütünleşik kavramsal beceriler (çözümleme, yansıtma, karar verme, özetleme, değerlendirme, tartışma ve sentezleme) işe koşulmuştur. Mekânsal düşünme becerisi öğrenme çıktıları eğilimler boyutunda ağırlıklı olarak “sistematik olma” ile sosyal-duygusal öğrenme becerileri boyutunda; “iletişim,” “iş birliği,” “sosyal farkındalık,” “kendini tanıma,” “kendini düzenleme” ve “kendine uyarlama” ile; değerler boyutunda “vatanseverlik”; okuryazarlık becerileri boyutunda ise “görsel okuryazarlıkla” ilişkilendirilmiştir. Ayrıca üç sınıf düzeyinde (9, 10 ve 11.sınıf) öğrenme çıktılarının diğer beceriler boyutunda “eleştirel düşünme” ve “harita” becerisiyle ilişkilendirildiği saptanmıştır. Bu sonuçlar doğrultusunda, mekânsal düşünme becerisinin öğretiminde öğrencilerin üst düzey düşünme becerilerini geliştirecek, öğrencilerin iş birliği yapabilecekleri ve sosyalleşebilecekleri uygulama ve etkinliklere öğrenme ortamlarında daha fazla yer verilmesi önerilmiştir.

Keywords

Mekânsal düşünme alan becerileri program bileşenleri coğrafya dersi öğretim programı coğrafya öğretimi

References

  • Altheide, D. (1996). Process of document analysis. In D. Ed. Altheide, D., in Qualitative media analysis (pp. 23-42). Sage Publications.
  • Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
  • Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals (1st ed.). Longman Group.
  • Buckley, J., Seery, N. & Canty, D. (2018). A heuristic framework of spatial ability: A review and synthesis of spatial factor literature to support its translation into STEM education. Educational Psychology Review, 30(3), 947-972. https://doi.org/10.1007/s10648-018-9432-z
  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor analytic studies. Cambridge University Press Cambridge.
  • Chen, X. M. (2021). Integration of creative thinking and critical thinking to improve geosciences education. The Geography Teacher, 18(1),19-23. http://dx.doi.org/10.1080/19338341.2021.1875256
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
  • Çifçi, T. & Dikmenli, Y. (2016). Üniversite öğrencilerinin vatan algısı ve geçmişe dönük değişimi. Electronic Turkish Studies, 11(3), 847-860.
  • Demirel, Ö. (2023). Eğitimde program geliştirme kuramdan uygulamaya, (31. Baskı) Pegem Akademi, Ankara.
  • Gagnier, K. M. & Fisher K. R. (2020). Unpacking the Black Box of Translation: A framework for infusing spatial thinking into curricula. Cognitive Research: Principles and Implications, 5(1), 29. https://doi.org/10.1186/s41235-020-00222-9
  • Gagnier, K. M., Holochwost, S. J. & Fisher, K. R. (2021). Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self-efficacy. Journal of Research in Science Teaching, 1–32. https://doi.org/10.1002/tea.21722
  • Gerring, J. (2007). Case study research: Principles and practices. Cambridge University Press.
  • Hanif, S., Wijaya, A. F. C. & Winarno, N. (2019). Enhancing students’ creativity through STEM project-based learning. Journal of Science Learning, 2(2), 50-57. https://doi.org/10.17509/jsl.v2i2.13271
  • Jo. I. & Bednarz, S. (2009). Evaluating geography textbook questions from a spatial perspective: using concepts of space, tools of representation, and cognitive processes to evaluate spatiality. Journal of Geography, 108, 4-13. https://doi.org/10.1080/00221340902758401
  • Jo, I. & Bednarz, S. W. (2014). Dispositions toward teaching spatial thinking through geography: conceptualization and an exemplar assessment, Journal of Geography, 113(5), 198-207. https://doi.org/10.1080/00221341.2014.881409
  • Kapluhan, E. (2014). Coğrafi Bilgi Sistemleri’nin (CBS) coğrafya öğretiminde kullanımının önemi ve gerekliliği. Marmara Coğrafya Dergisi, 29, 34-59.
  • Karabağ, S. & Şahin, S. (2007). Coğrafya dersi öğretim programı (2005). S. Karabağ ve S. Şahin (Ed.). Kuram ve uygulamada coğrafya eğitimi içinde (ss.55-74). Gazi Kitabevi.
  • Kırkeser, S. (2021). Türkiye’de öğretim programları geliştirme çalışmaları, (Ed. Karabağ, S., Şahin, S., ve Şahin, B.) Coğrafya Dersi Öğretim Programları kitabı içinde (1-23). Pegem Yayınları, Ankara.
  • Lee, J. & R. S. Bednarz. (2009). The effect of GIS learning on spatial thinking. Journal of Geography in Higher Education, 33(2), 183-198. http://dx.doi.org/10.1080/03098260802276714
  • Lee, J., Jo, I., Xuan, X. & Zhou, W. (2018). Geography preservice teachers’ disposition toward teaching spatial thinking through geography: a comparison between China and Korea. International Research in Geographical and Environmental Education, 27(2), 135-148. https://doi.org/10.1080/10382046.2017.1320898
  • Linn, M. C. & Petersen, A.C. (1985). Emergence and characterization of sex differences in spatial ability: a meta- analysis. Child Development, 56 (6), 1479- 1498.
  • Marzano, R. J. (2001). A new taxonomy of educational objectives. (Ed. Costa A. L.). In Developing Minds: A Resource Book for Teaching Thinking, (pp.181-189), Alexandria, VA: Association for Supervision and Curriculum Development.
  • MEB (2018). Ortaöğretim Coğrafya Dersi Öğretim Programı. Talim Terbiye Kurulu Başkanlığı, https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=336
  • MEB (2024a). Türkiye Yüzyılı Maarif Modeli Öğretim Programları ortak metni, Talim Terbiye Kurulu Başkanlığı, erişim adresi: https://mufredat.meb.gov.tr/
  • MEB (2024b). Ortaöğretim Coğrafya Dersi Öğretim Programı. Talim Terbiye Kurulu Başkanlığı, erişim adresi: https://mufredat.meb.gov.tr/
  • McGee, M.G. (1979). Human spatial abilities: psychometric studies and environmental, genetic, hormonal and influences. Psychological Bulletin, 86 (5), 889-918.
  • Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, Sage Publications.
  • Moseley, D. M., Elliott, J. Gregson, M. & Higgins, S. (2005). Thinking skills frameworks for use in education and training. British Educational Research Journal 31 (3),367-390.
  • National Research Council, (2006). Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum. Washington, DC: The National Academies Press.
  • Pınar, A. (2017). Coğrafya öğretiminde CBS kullanımı, (Ed. Sezer, A.), Coğrafya Öğretim Teknolojileri ve Materyal Tasarımı içinde (ss.211-239). Pegem Akademi, Ankara.
  • Presseisen, B. Z. (2001). Thinking skills: meanings and models revisited. (Ed. Costa, L. A.) In Developing Minds: A Resource Book for Teaching Thinking, (pp.47-53). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Putra, A. K., Deffinika, I. & Islam, M. N. (2021). The effect of blended project-based learning with STEM approach to spatial thinking ability and geographic skill. International Journal of Instruction, 14(3), 685-704. https://doi.org/10.29333/iji.2021.14340a
  • Stake, R. E. (1995). The art of case study research. SAGE Publications.
  • Şanlı, C. & Jo, I. (2020). Examining preservice geography teachers’ dispositions to teach spatial thinking skills, International Journal of Eurasian Education and Culture, 11, 2069-2102.
  • Şanlı, C. & Sezer, A. (2023). Mekânsal düşünme becerisi, (Ed. Ekici, G.) Düşünme becerileri ve uygulama örnekleri kılavuz kitabı içinde (547-578). Vizetek Yayın Evi.
  • Taylor, H.A., Burte, H. & Renshaw, K. T. (2023). Connecting spatial thinking to STEM learning through visualizations. Nat Rev Psychol 2, 637–653 (2023). https://doi.org/10.1038/s44159-023-00224-6
  • Olkun, S. & Altun, A. (2003). İlköğretim öğrencilerinin bilgisayar deneyimleri ile uzamsal düşünme ve geometri başarıları arasındaki ilişki. Turkish Online Journal of Educational Technology, 2 (4), 86-91.
  • Uttal, D. H., & Cohen, C. A. (2012). Spatial thinking and STEM education: When, why, and how? (Ed. Ross, H.B.). In The Psychology of Learning and Motivation, (pp. 147-181). Elsevier Academic Press.
  • Uttal, D. H., Miller, D. I. & Newcombe, N. S. (2013). Exploring and enhancing spatial thinking: Links to achievement in science, technology, engineering, and mathematics? Current Directions in Psychological Science, 22(5), 367-373.
  • Ünlü, M., & Yıldırım S. (2017). Coğrafya dersi öğretim programına bir coğrafi beceri önerisi: Mekânsal düşünme becerisi, Marmara Coğrafya Dergisi 35(1), 13-20. https://doi.org/10.1478/mcd.291018
  • Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K. & Newcombe, N. S. (2017). I. Spatial skills, their development, and their link to mathematics. Monographs of the Society for Research in ChildDevelopment, 82(1), 730.https://doi.org/10.1111/mono.12280
  • Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
  • Zimmermann, L., Foster, L., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Spatial thinking and stem: how playing with blocks supports early math. American Educator, 42(4), 22-27.

The Place of Spatial Thinking Skills in the 2024 Geography Curriculum and Their Relationship with Curriculum Components

Year 2025, Volume: 14 Issue: 1, 197 - 210, 28.03.2025

Cennet Şanlı , Serkan Kırkeser

https://doi.org/10.30703/cije.1514088

Abstract

The present study aims to uncover the place of spatial thinking skills (STS) in the 2024 Geography Curriculum (GC) and their relationship with curriculum components. The case study method was employed in the research. The data were accessed online on the curriculum web page of the Ministry of National Education and analyzed using descriptive analysis in line with the curriculum components included in the form designed by the researchers. The results showed that the GC contains 14 learning outcomes associated with STS that were largely linked to topics in the "Human Systems and Processes" units for all grades. Integrated conceptual skills (analyzing, reflecting, decision-making, summarizing, evaluating, discussing, and synthesizing) were mainly employed in STS teaching. The learning outcomes of STS were mostly associated with "being systematic" in the dispositions dimension; “communication,” “collaboration,” “social awareness,” “self-knowledge,” “selfregulation” and “self-adaptation” in the social-emotional skills dimension; “patriotism” in the values dimension; and “visual literacy” in the literacy skills dimension. For the 9th, 10th, and 11th grades, the learning outcomes were associated with “critical thinking” and “map” skills in the other skills dimension. It is suggested that STS teaching might incorporate more practices and activities that develop students’ higher-order thinking skills and encourage them to cooperate and socialize.

Keywords

Spatial thinking field-specific skills curriculum component geography curriculum geography teaching

References

  • Altheide, D. (1996). Process of document analysis. In D. Ed. Altheide, D., in Qualitative media analysis (pp. 23-42). Sage Publications.
  • Anderson, L.W. (Ed.), Krathwohl, D.R. (Ed.), Airasian, P.W., Cruikshank, K.A., Mayer, R.E., Pintrich, P.R., Raths, J., & Wittrock, M.C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s Taxonomy of Educational Objectives (Complete edition). New York: Longman.
  • Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals (1st ed.). Longman Group.
  • Buckley, J., Seery, N. & Canty, D. (2018). A heuristic framework of spatial ability: A review and synthesis of spatial factor literature to support its translation into STEM education. Educational Psychology Review, 30(3), 947-972. https://doi.org/10.1007/s10648-018-9432-z
  • Carroll, J. B. (1993). Human cognitive abilities: A survey of factor analytic studies. Cambridge University Press Cambridge.
  • Chen, X. M. (2021). Integration of creative thinking and critical thinking to improve geosciences education. The Geography Teacher, 18(1),19-23. http://dx.doi.org/10.1080/19338341.2021.1875256
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
  • Çifçi, T. & Dikmenli, Y. (2016). Üniversite öğrencilerinin vatan algısı ve geçmişe dönük değişimi. Electronic Turkish Studies, 11(3), 847-860.
  • Demirel, Ö. (2023). Eğitimde program geliştirme kuramdan uygulamaya, (31. Baskı) Pegem Akademi, Ankara.
  • Gagnier, K. M. & Fisher K. R. (2020). Unpacking the Black Box of Translation: A framework for infusing spatial thinking into curricula. Cognitive Research: Principles and Implications, 5(1), 29. https://doi.org/10.1186/s41235-020-00222-9
  • Gagnier, K. M., Holochwost, S. J. & Fisher, K. R. (2021). Spatial thinking in science, technology, engineering, and mathematics: Elementary teachers' beliefs, perceptions, and self-efficacy. Journal of Research in Science Teaching, 1–32. https://doi.org/10.1002/tea.21722
  • Gerring, J. (2007). Case study research: Principles and practices. Cambridge University Press.
  • Hanif, S., Wijaya, A. F. C. & Winarno, N. (2019). Enhancing students’ creativity through STEM project-based learning. Journal of Science Learning, 2(2), 50-57. https://doi.org/10.17509/jsl.v2i2.13271
  • Jo. I. & Bednarz, S. (2009). Evaluating geography textbook questions from a spatial perspective: using concepts of space, tools of representation, and cognitive processes to evaluate spatiality. Journal of Geography, 108, 4-13. https://doi.org/10.1080/00221340902758401
  • Jo, I. & Bednarz, S. W. (2014). Dispositions toward teaching spatial thinking through geography: conceptualization and an exemplar assessment, Journal of Geography, 113(5), 198-207. https://doi.org/10.1080/00221341.2014.881409
  • Kapluhan, E. (2014). Coğrafi Bilgi Sistemleri’nin (CBS) coğrafya öğretiminde kullanımının önemi ve gerekliliği. Marmara Coğrafya Dergisi, 29, 34-59.
  • Karabağ, S. & Şahin, S. (2007). Coğrafya dersi öğretim programı (2005). S. Karabağ ve S. Şahin (Ed.). Kuram ve uygulamada coğrafya eğitimi içinde (ss.55-74). Gazi Kitabevi.
  • Kırkeser, S. (2021). Türkiye’de öğretim programları geliştirme çalışmaları, (Ed. Karabağ, S., Şahin, S., ve Şahin, B.) Coğrafya Dersi Öğretim Programları kitabı içinde (1-23). Pegem Yayınları, Ankara.
  • Lee, J. & R. S. Bednarz. (2009). The effect of GIS learning on spatial thinking. Journal of Geography in Higher Education, 33(2), 183-198. http://dx.doi.org/10.1080/03098260802276714
  • Lee, J., Jo, I., Xuan, X. & Zhou, W. (2018). Geography preservice teachers’ disposition toward teaching spatial thinking through geography: a comparison between China and Korea. International Research in Geographical and Environmental Education, 27(2), 135-148. https://doi.org/10.1080/10382046.2017.1320898
  • Linn, M. C. & Petersen, A.C. (1985). Emergence and characterization of sex differences in spatial ability: a meta- analysis. Child Development, 56 (6), 1479- 1498.
  • Marzano, R. J. (2001). A new taxonomy of educational objectives. (Ed. Costa A. L.). In Developing Minds: A Resource Book for Teaching Thinking, (pp.181-189), Alexandria, VA: Association for Supervision and Curriculum Development.
  • MEB (2018). Ortaöğretim Coğrafya Dersi Öğretim Programı. Talim Terbiye Kurulu Başkanlığı, https://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=336
  • MEB (2024a). Türkiye Yüzyılı Maarif Modeli Öğretim Programları ortak metni, Talim Terbiye Kurulu Başkanlığı, erişim adresi: https://mufredat.meb.gov.tr/
  • MEB (2024b). Ortaöğretim Coğrafya Dersi Öğretim Programı. Talim Terbiye Kurulu Başkanlığı, erişim adresi: https://mufredat.meb.gov.tr/
  • McGee, M.G. (1979). Human spatial abilities: psychometric studies and environmental, genetic, hormonal and influences. Psychological Bulletin, 86 (5), 889-918.
  • Merriam, S. B. (2009). Qualitative Research: A Guide to Design and Implementation. John Wiley & Sons.
  • Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd ed.). Thousand Oaks, Sage Publications.
  • Moseley, D. M., Elliott, J. Gregson, M. & Higgins, S. (2005). Thinking skills frameworks for use in education and training. British Educational Research Journal 31 (3),367-390.
  • National Research Council, (2006). Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum. Washington, DC: The National Academies Press.
  • Pınar, A. (2017). Coğrafya öğretiminde CBS kullanımı, (Ed. Sezer, A.), Coğrafya Öğretim Teknolojileri ve Materyal Tasarımı içinde (ss.211-239). Pegem Akademi, Ankara.
  • Presseisen, B. Z. (2001). Thinking skills: meanings and models revisited. (Ed. Costa, L. A.) In Developing Minds: A Resource Book for Teaching Thinking, (pp.47-53). Alexandria, VA: Association for Supervision and Curriculum Development.
  • Putra, A. K., Deffinika, I. & Islam, M. N. (2021). The effect of blended project-based learning with STEM approach to spatial thinking ability and geographic skill. International Journal of Instruction, 14(3), 685-704. https://doi.org/10.29333/iji.2021.14340a
  • Stake, R. E. (1995). The art of case study research. SAGE Publications.
  • Şanlı, C. & Jo, I. (2020). Examining preservice geography teachers’ dispositions to teach spatial thinking skills, International Journal of Eurasian Education and Culture, 11, 2069-2102.
  • Şanlı, C. & Sezer, A. (2023). Mekânsal düşünme becerisi, (Ed. Ekici, G.) Düşünme becerileri ve uygulama örnekleri kılavuz kitabı içinde (547-578). Vizetek Yayın Evi.
  • Taylor, H.A., Burte, H. & Renshaw, K. T. (2023). Connecting spatial thinking to STEM learning through visualizations. Nat Rev Psychol 2, 637–653 (2023). https://doi.org/10.1038/s44159-023-00224-6
  • Olkun, S. & Altun, A. (2003). İlköğretim öğrencilerinin bilgisayar deneyimleri ile uzamsal düşünme ve geometri başarıları arasındaki ilişki. Turkish Online Journal of Educational Technology, 2 (4), 86-91.
  • Uttal, D. H., & Cohen, C. A. (2012). Spatial thinking and STEM education: When, why, and how? (Ed. Ross, H.B.). In The Psychology of Learning and Motivation, (pp. 147-181). Elsevier Academic Press.
  • Uttal, D. H., Miller, D. I. & Newcombe, N. S. (2013). Exploring and enhancing spatial thinking: Links to achievement in science, technology, engineering, and mathematics? Current Directions in Psychological Science, 22(5), 367-373.
  • Ünlü, M., & Yıldırım S. (2017). Coğrafya dersi öğretim programına bir coğrafi beceri önerisi: Mekânsal düşünme becerisi, Marmara Coğrafya Dergisi 35(1), 13-20. https://doi.org/10.1478/mcd.291018
  • Verdine, B. N., Golinkoff, R. M., Hirsh-Pasek, K. & Newcombe, N. S. (2017). I. Spatial skills, their development, and their link to mathematics. Monographs of the Society for Research in ChildDevelopment, 82(1), 730.https://doi.org/10.1111/mono.12280
  • Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
  • Zimmermann, L., Foster, L., Golinkoff, R. M., & Hirsh-Pasek, K. (2019). Spatial thinking and stem: how playing with blocks supports early math. American Educator, 42(4), 22-27.
There are 44 citations in total.

Details

Primary Language Turkish
Subjects Geography Education
Journal Section Research Article
Authors

Cennet Şanlı 0000-0003-3285-0950

Serkan Kırkeser 0000-0003-4604-4669

Publication Date March 28, 2025
Submission Date July 10, 2024
Acceptance Date September 2, 2024
Published in Issue Year 2025Volume: 14 Issue: 1

Cite

APA Şanlı, C., & Kırkeser, S. (2025). Mekânsal Düşünme Becerisinin 2024 Coğrafya Dersi Öğretim Programındaki Yeri ve Program Bileşenleriyle İlişkisi. Cumhuriyet Uluslararası Eğitim Dergisi, 14(1), 197-210. https://doi.org/10.30703/cije.1514088
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