Özet:

There are numerous studies that show the positive effects of visual elements on the learning process. This study aims to identify students’ opinions about the geographical contents used in high school social information curricula books and to evaluate their contribution to the learning of the images in the curricula books, based on the opinions obtained. The study 2016-2017 was applied to 66 students who studied in a secondary school in the province of Burdur in the spring semester of the educational year.  Qualitative and qualitative methods were used together. The data was collected through the semi-configured interview form and survey developed by researchers. In the analysis of qualitative data, qualitative visual analysis was used, while in the analysis of qualitative data, qualitative visual analysis was used. Based on the findings resulting from the analysis of the data, the following findings were achieved: The participants of the study looked positively on 15 of the 17 articles relating to images, while 2 were negatively viewed. Students believe that the images contained in the curriculum books sufficiently reflect the learning area and their pressures are good. Students have provided full information on topics related to geography and unit names. Also, the vast majority of students agree that they are sufficiently visual about geography in the curriculum. Students associated the subjects in the book with the images given to them quite high. Because the images on which the events are present are a way that allows students to comment easily, the images have a high impact on permanent learning. It is also determined that the coloring and size of the images make it easier to remember. The levels of memory and association with the activities that students transform into life and can see their different aspects have been seen to be higher than the activities they first learned. The conclusion is that the maps contained in the curriculum have a good level of memory and association with themes.