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Journals / Review of International Geographical Education Online / 2020 / Cilt: 10 Sayı: 2

A Foundational Perspective for Spatial Thinking in Relation to Social Studies Curriculum and Middle-School Textbooks in Turkey

Sezgin ELBAY
Pages
30–57
Publication Date
2020-04-30
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Based on these results it can be argued that in Turkey there is not a full coordination or alignment between the 2018 Social Studies curriculum and relevant textbooks about spatial thinking.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Social Studies is a middle-school course that unites social-science disciplines and contributes to developing an understanding about the social existence of humans.
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Key Findings & Data:It is reported that existing studies have simply focused only on the 2005 Social Studies Curriculum and omitted focus on relevant textbooks.
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Conclusion & Impact:Based on these results it can be argued that in Turkey there is not a full coordination or alignment between the 2018 Social Studies curriculum and relevant textbooks about spatial thinking.
🔬Design:Research Article
📍Scope:2005 Verileri
⚙️Variables:Social Studies Curriculum · Middle-School Social Studies Textbooks · Spatial Thinking

Abstract

Social Studies is a middle-school course that unites social-science disciplines and contributes to developing an understanding about the social existence of humans. In that regard, one of the course objectives is to develop the acquisition of spatial thinking skills in students and studies reveal that students' spatial thinking abilities can be tested via several variables. Despite such practice, very few studies have yet examined the Social Studies Curriculum in relation to the inclusion of content and skills around spatial thinking. It is reported that existing studies have simply focused only on the 2005 Social Studies Curriculum and omitted focus on relevant textbooks. Within such a context the aim of the current study is to present the current state of spatial thinking skills in relation to the 2018 Social Studies Curriculum and middle-school textbooks in Turkey. Furthermore, the study aims to analyze the coordination that exists between curriculum and textbooks around spatial thinking. To achieve the aims of the current study, the technique of document analysis technique occurs through examination of Social Studies Curriculum and middle-school textbooks. By the end of this research it was detected that in the 5th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 8, and the total number of units in the textbook about spatial thinking was 12; in the 6th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 7, and the total number of units in textbook about spatial thinking was 12; and finally, in the 7th grade, the total number of opportunities for students to gain or develop the skills of spatial thinking was 3, and the total number of units in textbook about spatial thinking was 5. Based on these results it can be argued that in Turkey there is not a full coordination or alignment between the 2018 Social Studies curriculum and relevant textbooks about spatial thinking.

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Cite This Article

ELBAY, S. (2020). A Foundational Perspective for Spatial Thinking in Relation to Social Studies Curriculum and Middle-School Textbooks in Turkey. Review of International Geographical Education Online, Cilt: 10 Sayı: 2, 30–57. https://ajindex.com/articles/1004551

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