Publication: KKTC Ortaokullarında Okutulan Kıbrıs Coğrafyası Derslerinin Analitik İncelenmesi
Abstract
Bu araştırmanın amacı KKTC ortaokullarında1 okutulan Kıbrıs Coğrafyası dersindeki bilgilerin kalıcılığını nicel ve nitel bakımdan araştırmak, bu bilgilerin kalıcılığında etkili olan faktörleri analitik olarak incelemektir. Kuzey Kıbrıs 'ta yaşayanların ve özellikle de küreselleşme anlayışıyla bütünleşen dünyada büyük bir izolasyonla karşı karşıya kalan gençlerin yaşadıkları sorunları anlayabilmek ve çözüm yolları üretebilmek için öncelikle sorun ve sorunun kaynakları hakkında bilgi sahibi olmaları gerekmektedir. Bu düşünceden hareketle, bu araştırmada Kuzey Kıbrıs ortaokullarında öğretilmekte olan Kıbrıs Coğrafyası dersinde öğretilen bilgilerin kalıcılığını etkileyen faktörler analiz edilmiştir. Araştırmada tarama yöntemi kullanılmış olup, verilerin toplanmasında anketler uygulanarak, öğretmen ve öğrencilerle görüşmeler yapılmıştır. Ayrıca öğrencilere coğrafya dersi ve Kıbrıs coğrafyası ile ilgili kompozisyon yazdırılmıştır. Anketlerden elde edilen veriler ortamında işleme tutulmuş ve diğer bilgi toplama araçlarından elde edilen verilenler ile ilişkilendirmelere gidilmiştir. Araştırmanın sonuçlarına genel olarak bakıldığında, kuzey Kıbrıs ortaokullarında öğrenme ve öğretme ortamlarının uygun olmasına (Sınıflardaki öğrenci sayısı, ders araç gereci, çevre gezileri, öğrencilerin çalışma ortamı gibi..) rağmen, öğrencilerin Kıbrıs'a ait coğrafya bilgilerinin çok zayıf olduğu, ülkelerini tanımadıkları, Kıbrıs Coğrafyası dersinin amacına ulaşmadığı anlaşılmaktadır.
The aim of this research is to examine the permanence of knowledge in the Cyprus Geography classes in middle schools of Cyprus' Turkish Society in quality and quantity, and to analyse the factors which are influential in the permanence of this knowledge. In order to be able to understand the problems that the residents of Cyprus' Turkish Society have, especially the young people who confront a great isolation in a world which is becoming a "Global Village ", with the concept of globalisation, and to be able to find solutions for these problems, we must know firstly about the problem itself and then the origins of it. In the light of this idea, the factors that influence the permanence of knowledge acquired in the Cyprus Geography classes which are held in Cyprus' Turkish Society middle schools have been analysed in this research. Throughout the research the scanning method was used, questionnaires were given while collecting data, and interviews were carried out with the teachers and students. Also, students were asked to write compositions on geography lessons and the Cyprus Geography. Questionnaires' data was analysed by using computer software programme and was related to the data obtained by means of the other materials used in collecting data. Taking all the research results into account, although the teaching and learning environments (number of students in classrooms, teaching materials, field trips, students' study environment, etc.) in Cyprus' Turkish Society middle schools were appropriate, it was perceived that the students had a poor knowledge of geography with regard to Cyprus, they did not know their country, and the Cyprus Geography classes could not attain its objective.
The aim of this research is to examine the permanence of knowledge in the Cyprus Geography classes in middle schools of Cyprus' Turkish Society in quality and quantity, and to analyse the factors which are influential in the permanence of this knowledge. In order to be able to understand the problems that the residents of Cyprus' Turkish Society have, especially the young people who confront a great isolation in a world which is becoming a "Global Village ", with the concept of globalisation, and to be able to find solutions for these problems, we must know firstly about the problem itself and then the origins of it. In the light of this idea, the factors that influence the permanence of knowledge acquired in the Cyprus Geography classes which are held in Cyprus' Turkish Society middle schools have been analysed in this research. Throughout the research the scanning method was used, questionnaires were given while collecting data, and interviews were carried out with the teachers and students. Also, students were asked to write compositions on geography lessons and the Cyprus Geography. Questionnaires' data was analysed by using computer software programme and was related to the data obtained by means of the other materials used in collecting data. Taking all the research results into account, although the teaching and learning environments (number of students in classrooms, teaching materials, field trips, students' study environment, etc.) in Cyprus' Turkish Society middle schools were appropriate, it was perceived that the students had a poor knowledge of geography with regard to Cyprus, they did not know their country, and the Cyprus Geography classes could not attain its objective.