Özet:

The aim of this study is to reveal the ideas of geography teachers candidates related to the concept of geography. For this purpose, a word linking test was applied to a study group consisting of 46 teachers candidates who studied in the geography final class. Thus, it was tried to figure out what they understand from the geography key concept addressed to the teacher candidates and what the concept calls the answer words in the students. The data obtained by the assessment of the teacher's candidates' cognitive structures on the subject of geography. This study is prepared according to the research approach and the case study design has been used. The data obtained from the word linking test is prepared for analysis and subjected to content analysis. The word association test analysis and geography teacher candidates gave the keyword "geography" response words coded and similar ones were gathered together and 6 separate categories were created. The categories called Physical Geography, Sections of Geography and Other Branches of Science, Geography and Environment Relationships, where Geography and Geography Sciences are benefited, have emerged as dominant categories. A total of 146 answer words were produced by students for the geography key concept. The frequency of these words is 423 . In the 6 categories of words, the answer contains 120 words and has 394 repetitions. The number of repeated answers in these categories is 68 and has been repeated 342 times. In these 6 categories, one repeated word is calculated to 52 words.  The number of words related to the subject but not included in the categories is 26 and the frequency is 29. Also, students did not find any answers that were not related to the geography key concept.

Özet:

The purpose of this study was to reveal the considerations of pre-service geography teachers related to the concept of geography. For that purpose, word association test was performed to the study group including 46 pre-service teachers studying at geography final grade. So that, what pre-service teachers understood from the geography key concept addressed to them and which answer words this concept reminded to the students were tried to be revealed. Cognitive structure of the pre-service teachers on geography was determined evaluating obtained data. The study was carried out according to the qualitative research approach, and case study design was used. The data obtained from word association test were analyzed, and subjected to the content analysis. At the end of word association test analysis, answer words pre-service geography teachers gave for the “geography” key concept were coded, the same ones were grouped, and 6 different categories were created. The categories titled as physical geography, parts of geography, other sciences that the geography benefits from, and the relationship of geography and environments were revealed as the dominant categories. The different words that could not be included in one of the categories and the ones that were repeated once were separately mentioned in the text. Totally 146 answer words were created by the students for the geography key concept. The frequency of these words was determined to be 423. There were 120 words in 6 categories created from the answer words, and the number of repetition was 394. The number of the words in these categories that were repeated for twice and more was 68, and these were repeated for 342 times. The answer word that was repeated once in these 6 categories was calculated to be 52. And the number of words that were related to the concept but was not included in any categories was 26, and the frequency was 29. Furthermore, there were no answer words that were not related to the geography key concept.

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