Özet:

This study aims to reveal the impact of the square code applications included in the 9th class geography curricula on student success and the awareness of teachers and students about the application of square code. The prepared student and teacher survey was applied to 12 geography teachers and 44 students. In the framework of the research, a control and experiment group was created. In the control group the lessons are processed according to the 5E model, in the experiment group the lessons are processed according to the 5E model and the application of the square code is also used in the educational activities. The first and last tests were performed between the groups. The last test was to see whether there was a difference between the groups and whether it was meaningful. According to the results of the control and experiment group, the student average in the first test applied to the control group was 9.79 while the student average in the last test was 14.37. The student's average in the first test applied to the experiment group was 9.4 while the student's average in the last test increased to 15. The Mann-Whitney U test was conducted in order to determine whether the difference in success score between students using and not using the frame code application is statistically meaningful and the difference in score is not meaningful. According to the results of the survey; the application of the frame code; ensures the efficient and correct use of time, makes students happy, positively affects their views on the lesson, increases the motivation of the student, becomes interesting for the student. One of the most important differences in square codes is that it provides learning without any connection to time and space, giving immediate return. Another research results show that the student’s success in the experimental group processed courses supported by the square code increased according to the control group. But this separation did not create a meaningful relationship. This study shows that the application of the square code in geography teaching provides students with appropriate learning environments and methods according to their interests, desires and abilities. In this context, the spread of the frame code application requires the integration and enrichment of the eba in almost every subject axis.

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