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Bu çalışmada Coğrafi Bilgi Sistemlerine (CBS) dayalı Sosyal Bilgiler öğretiminin 6. sınıf öğrencilerinin mekânsal düşünme becerileri üzerindeki etkisi araştırılmıştır. Araştırmada öğrencilerin CBS’ye dayalı etkinliklerle yürütülen dersler hakkındaki görüşleri de tespit edilmiştir. Araştırma,”2016-2017 eğitim-öğretim yılı Bahar döneminde, Giresun ili Espiye ilçesinde yer alan bir ortaokuldaki 6. sınıf öğrencileriyle birlikte yürütülmüştür. Araştırma, yarı deneysel yöntemin ön test-son test kontrol gruplu desenine dayalı olarak gerçekleştirilmiştir. Araştırmada” bir deney (n=20) bir de kontrol grubu (n=21) bulunmaktadır. Deney grubunda dersler CBS’ye dayalı etkinliklerle yürütülürken, kontrol grubunda ise mevcut öğretim programına dayalı olarak yürütülmüştür. Çalışmada veri toplama aracı olarak araştırmacı tarafından geliştirilen “Mekansal Düşünme Becerileri Testi” ön-test ve son-test olarak kullanılmıştır. Deney grubu öğrencilerinin yürütülen uygulamalar hakkındaki görüşleri yarı yapılandırılmış görüşme formu ile belirlenmiştir. Araştırma sonuçlarına göre deney ve kontrol gruplarının Mekansal Düşünme Becerileri Testi son test ortalama puanları arasında deney grubu lehine anlamlı farklılık tespit edilmiştir. Ayrıca, mülakat sonuçlarına göre, CBS’ye dayalı Sosyal Bilgiler derslerinin daha etkili ve kalıcı öğrenme sağladığı ve öğrencilerin derslerde bu teknolojinin kullanımı konusunda olumlu görüşlere sahip oldukları belirlenmiştir. Araştırma sonuçlarına dayanarak CBS’ye dayalı öğretim uygulamalarının Sosyal Bilgiler dersinde etkin olarak kullanımı ve mekânsal düşünme becerisinin geliştirilmesinde mekânsal teknolojilere yer verilmesi önerisinde bulunulmuştur.
In this study, the effect of Geographic Information Systems (GIS) based Social Studies teaching on the spatial thinking skills of 6th grade students was investigated. In addition, it was aimed to determine the opinions of students about social studies courses conducted with GIS-based activities. The study is conducted with 6th grade students in the spring term of 2016-2017 academic year, in a secondary school located in district of Espiye in Giresun province. The research was conducted based on the pretest-posttest control group design of the quasi-experimental method. One experimental group (N = 20) and one control group (N = 21) were included in the study. In the experimental group, the courses were conducted with GIS-based activities and in the control group, according to the curriculum-based teaching. In the study, "Spatial Thinking Skills Test (STSsT)" was used as the data collection tool. Experiment group students' opinions were determined by the semi-structured interview form. According to the results of the study, a significant difference was found in favour of the experimental group among the final test average scores. In addition, Interview results show that GIS-based social studies course provided more effective, and permanent learning and students had positive opinions about the use of this technology in the courses. Based on the results of the research, suggestions are provided on the use of spatial technologies in the development of spatial thinking skills and effective use of GIS-based teaching practices in Social Studies course.
In this study, the effect of Geographic Information Systems (GIS) based Social Studies teaching on the spatial thinking skills of 6th grade students was investigated. In addition, it was aimed to determine the opinions of students about social studies courses conducted with GIS based activities. The study is conducted with 6th grade students in the spring term of 2016-2017 academic year, in a secondary school located in district of Espiye in Giresun province. The research was conducted based on the pretest-posttest control group design of the quasi-experimental method. One experimental group (N= 20) and one control group (N= 21) were included in the study. In the experimental group, the courses were conducted with GIS-based activities and in the control group, according to the curriculum-based teaching. In the study, “Spatial Thinking Skills Test (STSsT)” was used as the data collection tool. Experiment group students’ opinions were determined by the semi-structured interview form. According to the results of the study, a significant difference was found in favour of the experimental group among the final test average scores. In addition, Interview results show that GIS-based social studies course provided more effective, and permanent learning and students had positive opinions about the use of this technology in the courses. Based on the results of the research, suggestions are provided on the use of spatial technologies in the development of spatial thinking skills and effective use of GIS-based teaching practices in Social Studies course.
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