Publication: SOSYAL BİLGİLER DERSİNDE MARMARA VE EGE BÖLGELERİ KONULARININ ÖĞRENİLMESİ VE ÖĞRETİLMESİNDE YAKINDAN UZAĞA İLKESİ VE DİĞER FAKTÖRLERİN ETKİSİ
Abstract
Bu çalışmanın amacı ilköğretim okulları 7. sınıf Sosyal Bilgiler dersi Marmara ve Ege Bölgeleri konularının öğrenme ve öğretilmesinde yakından uzağa ilkesi ve öğrenci başarısı üzerinde etkili olan diğer faktörleri belirlemektir. Bu nedenle Kütahya ve İstanbul’da altı ilköğretim okulunda öğrenim gören, tarama metodu ile belirlenmiş, 208 (92 kız, 116 erkek) 7. sınıf öğrencisine anket ve başarı testi, öğretmenlerine ise anket uygulanmıştır. Bu çalışmanın sonucunda öğrencilerin içinde bulundukları bölgeyi daha iyi öğrendikleri, bu konuların öğreniminde öğrencilerin derse çalışma biçimlerinin, derse yönelik tutumlarının, öğretmenlerin bölgeler konusunu işlerken kullandıkları yöntem ve teknikler ile araç ve materyallerin öğrenci başarısı üzerinde etkili olduğu belirlenmiştir.
The purpose of this study is to determine the effects of near-to-far principle and other factors effective on students’ achievement on learning and teaching the subjects of Marmara and Aegean Regions in the 7th Grade Social Studies course at the primary education schools. For this purpose, total of 208 (92 female and 116 male) 7th grade students, who studied at total of six primary education schools in Kutahya and İstanbul provinces and were selected using the survey method, were given a questionnaire and a achievement test, and their teachers were given a questionnaire. At the end of the study, it was determined that students learn the region they live in better, and that students’ studying methods, their attitude toward the course, as well as the methods and techniques and tools and materials teachers use while teaching regions were effective on students’ achievement.
The purpose of this study is to determine the effects of near-to-far principle and other factors effective on students’ achievement on learning and teaching the subjects of Marmara and Aegean Regions in the 7th Grade Social Studies course at the primary education schools. For this purpose, total of 208 (92 female and 116 male) 7th grade students, who studied at total of six primary education schools in Kutahya and İstanbul provinces and were selected using the survey method, were given a questionnaire and a achievement test, and their teachers were given a questionnaire. At the end of the study, it was determined that students learn the region they live in better, and that students’ studying methods, their attitude toward the course, as well as the methods and techniques and tools and materials teachers use while teaching regions were effective on students’ achievement.