Ortaöğreti̇m (9. Sinif) Öğrenci̇leri̇ni̇n Hari̇ta Okuryazarlik Düzeyleri̇ni̇n Çeşi̇tli̇ Deği̇şkenler Açisindan İncelenmesi̇

Abstract

▼ ÖZET Davranışçı yaklaşım öğretmen merkezli bir eğitim anlayışına dayalıdır. Davranışçı yaklaşımının aksine yapılancırmacı yaklaşım ise öğrenci merkezli bir

A Study on Determining Map Skills of Secondary School Students: Şanliurfa Case

“…However, it was determined that gender did not significantly predict map skill levels. The research has similar findings with the research conducted by Kartal and Koç (2017) for secondary education students.…”

“…In this context, variables that are thought to cause a significant difference on students' map skill levels and which are thought to have a significant relationship with map skills (gender, mathematics course success score, whether or not to create draft map samples in lessons, instructional technologies and frequency of using spheres, and the district where schools are connected) are discussed. In previous studies, the level of map skills and gender (Koç and Çifçi, 2016;Kartal and Koç, 2017;Koç et al, 2017), mathematics achievement score (Koç, 2008;Sönmez, 2010), draft mapping status (Aksoy and Ünlü, 2012), frequency of using sphere, atlas and map (Avşar, 2010;Tarman, 2017), frequency of using technology (Aksoy, 2012), socio-economic structure (Erol, 2017) differences were found.…”

Farklı Programlardaki Lisans Öğrencilerinin Harita Okuryazarlıklarının Çeşitli Değişkenler Açısından İncelenmesi (Cumhuriyet Üniversitesi Örneği)

“…The eighth result of this study is that the more interest the BA and BS students participating in this study show for the geography, the better map knowledge and skill and map literacy level they will have. This result of the study has similar results to the results of the studies by Koç and Karatekin (2016), Kartal and Koç (2017), Koç and Çifçi (2016) and Koç and Önal (2016).…”

Oryanti̇ri̇ng Dersi̇ni̇n Beden Eği̇ti̇mi̇ Ve Spor Yüksekokulu Öğrenci̇leri̇ni̇n Hari̇ta Okuryazarlik Beceri̇leri̇ne Etki̇si̇

“…Koç, Aksoy and Çifçi (2017) and Erol (2017) stated that the means of score of boys' literacy skills higher than that of women. However, Duman and Girgin (2007), Kartal, (2015), Özcan and Varnacı Uzun (2017), Kartal and Koç (2017) stated that there is no difference between the variables of gender.…”

“…The lowest score is 24 while the highest score is 120 (Koç and Demir, 2014). In order to determine the map literacy levels of the group applied the multiplier values of the scale were determined by Kartal (2016). Accordingly, the multiplier value of the first dimension is 3, the second dimension is 1.333, the third dimension is 4 and the fourth dimension is 1.5.…”