Özet:

This study aims to evaluate Social Studies teachers’ perspectives about spatial thinking skill which is placed in Turkish Social Studies Curriculum. A qualitative research designed and interviewed with 12 Social Studies teachers who work in Niğde in 2014-2015 academic year for get their opinions about different dimension of spatial thinking. The interview form consisted of five openended questions. Teacher opinions were examined by content analyses. Inductive analysis was used in analyzing data obtained from the content analysis research. Social Studies teachers indicated that they benefit from technology tools in the process of developing spatial thinking. Social Studies teachers stated that they use projectors, animation, drawing visuals etc. and according to them these materials affect the students’ spatial thinking skills. Social Studies teachers preferred to use traditional lecture, questioning and case study techniques most commonly for spatial issues. According to Social Studies teachers, student characteristics are also involved in the spatial thinking skills education. Students’ knowledge background, their social-economic level and their interest in the subject appear to be the most important factors. Result of the research show eventhough Social Studies teachers see that spatial thinking important and necessary in the Social Studies teaching, they can use some materials and methods which are generally used in other subject teaching as well

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