Different Approach To Physical Geography Teaching Method: Trip - Observation Supported Education
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Tarih
2011
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Marmara Univ
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
One of the basic purposes of Geography education is to know spatial realms of our world that have vital functions and to put forward the interaction between human and nature. An effective geography education is necessary to obtain maximum advantage from this geographical space, which is the source of life, without giving any harm to it. Generally, the practice of geography and specifically the physical geography lessons in the classroom is not productive in terms of reaching to the students. Especially nature centered physical geography lesson that lacks applied training is an important deficiency. This situation leads the students to rote learning and therefore a problem of perception occurs. Within this study, Corrosion Activities of Rivers is discussed within the context of geography lesson hydrography unit. It was searched whether there are any meaningful differences between student success as a result of lecture-question and answer method in the classroom and trip-observation (field) supported method. For the research, the student reaching was evaluated with the application of pretest-posttest design. In the research, third year students of Siirt University Faculty of Education, the Department of Primary School Social Studies Teaching in 20092010 educational year as samples. Within the research, students success, based on the relation between tectonic-geological structure, land use and land forms respectively, is compared.
Açıklama
Anahtar Kelimeler
Geography education, trip-observation method, physical geography, student reach
Kaynak
Marmara Geographical Review
WoS Q Değeri
N/A
Scopus Q Değeri
Cilt
Sayı
23
