SavedAdd your journal

Journals / Eğitim ve Bilim / 2012 / Cilt: 37 - Sayı: 166

Geography teachers’ perceptions of postmodern geography

Coğrafya öğretmenlerinin postmodern coğrafya algıları

Mustafa ÖZTÜRK
Pages
262–274
Publication Date
2022-10-18
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Finally, the teachers were observed as not being familiar with the concept of postmodern geography.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Studies in postmodern geography focus on how territories are constructed and the meanings are attached to spaces.
📊
Key Findings & Data:However, postmodern geographies have not been on the agenda of Turkish geography education.
💡
Conclusion & Impact:Finally, the teachers were observed as not being familiar with the concept of postmodern geography.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

Studies in postmodern geography focus on how territories are constructed and the meanings are attached to spaces. However, postmodern geographies have not been on the agenda of Turkish geography education. In this paper, perceptions and opinions of geography teachers about some issues of postmodern geography are examined. Data was collected through semi-structured interviews that were carried out with twenty-one geography teachers. Data is coded and the coded-data brought together under relevant themes. According to the findings, teachers usually use grand narratives in their teaching without making connections with cultures (spaces). Secondly, space is usually understood as a container that could be known objectively and where human activities take place without problematising such issues as the meanings and emotions attached to space and the role space play in building identities. Finally, the teachers were observed as not being familiar with the concept of postmodern geography.

Özet

Postmodern coğrafya çalışmaları mekânların nasıl mülk edinildikleri ile mekânlara yüklenen anlamlara odaklanır. Ancak postmodern coğrafyalar Türkiye’de yeterince gündeme taşınmayan bir teori olagelmiştir. Bu çalışmada, coğrafya öğretmenlerinin postmodern coğrafyanın belli özellikleri hakkındaki algıları ve görüşleri ele alınmıştır. Yirmi bir coğrafya öğretmeni ile gerçekleştirilen yarı-yapılandırılmış mülakatlar sonucu elde edilen veriler, içerik analizi yöntemiyle analiz edilmiştir. Buna göre araştırmaya katılan öğretmenlerin genel anlamda büyük anlatıları sorunsallaştırmadan derslerinde kullandıkları ve kültüre (mekâna) dayalı bilgiyi göz ardı ettikleri görülmüştür. İkinci olarak öğretmenlerin daha çok insan faaliyetlerinin gerçekleştiği ve objektif olarak bilinebilecek fiziki mekâna vurgu yaparken, mekânlara yüklenen anlamlar ve duygular ile mekânların kimlik oluşturmada oynadığı rolleri göz ardı ettikleri gözlemlenmiştir. Son olarak öğretmenlerin postmodern coğrafya kavramına aşina olmadıkları gözlemlenmiştir.

🔖

Cite This Article

ÖZTÜRK, M. (2022). Geography teachers’ perceptions of postmodern geography. Eğitim ve Bilim, Cilt: 37 - Sayı: 166, 262–274. https://ajindex.com/articles/497649

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Barnes, T. (1996). Logics of dislocation. New York: Guilford. Bell, M. M. (2012). An invitation to environmental sociology (4th. Ed.). Thousand Oaks, CA: SAGE Publications. Bell, P. A., Grene, T. C., Fisher, J. & Baum, A. (2001). Environmental psychology (5th.Ed.). Orlando: Harcourt Inc. Bryman, A. (2001). Social research methods. Oxford: Oxford University Press.
  2. Costa, M. (2011). Territorial behaviour in public settings. Environment and Behaviour. (April 7). [Online]: Retrieved on 1-December-2011, at URL: http://eab.sagepub.com/content/early/ 2011/04/07/0013916511403803.abstract Dear, M.J. & Flusty, S. (2002). Introduction: how to map a radikal break. In Dear, M.J. & Flusty, S. (eds.) The spaces of postmodernity: readings in human geography. Oxford: Blakwell Publishers.
  3. Del Casino, V. J. (2009). Social geography. West Sussex: Wiley-Blackwell Publishing. Flack, W. (2007). American microbreweries and neolocalism: “ale-ing” for a sense of place. In Moseley, W. G., Lanegran, D. A. and Pandit, K. (Eds.) The introductory reader in human geography. Oxford: Blackwell Publishing. Gersmehl, P. (2008). Teaching geography (2nd. Ed.). New York: The Guilford Press.
  4. Gieryn, T. F. (2000). A space for place in sociology. In Annu. Rev. Sociol. 26. Pp: 463-496.
  5. Göregenli, M. (2010). Çevre Psikolojisi: İnsan Mekân İlişkileri. İstanbul: İstanbul Bilgi Üniversitesi Yayınları.
  6. Gruffudd, P. (2003). Cultural geographies of architecture and place-making. In Blunt, A., Gruffudd, P., May, J., Ogborn, M. & Pinder, D. (Eds.) Cultural geography in practice. London: Hodder Education. Gürkaynak, İ. (1988). Çevresel Psikoloji: Doğası, Tarihçesi, Yöntemleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi. Cilt 21 Sayı 1. Ss: 1-9.
  7. Hargreaves, A. (2003). Teaching in the knowledge society: education in the age of insecurity. Maidenhead, Berkshire: Open University Press.
  8. Holt-Jensen, A. (2009). Geography: history and concepts (4th. Ed.). London: Sage. Hubbard, P., Kitchin, R., Bartley, B., & Fukker, D. (2002). Thinking geographically: space, theory and contemporary human geography. London: Continuum. İrez, S. ve Bakanay, Ç., D., Ö. (2011). An assessment into pre-service biology teachers’ approaches to the theory of evolution and nature of science. Education and Science, 36 (162), 39-55.
  9. Karabağ, S. (2008). Jeopolitik Açıdan Sınırlar. Ankara:
  10. Gazi Kitapevi. Krenichyn, K. (1999). Messages about adolescent identity: coded and contested spaces in a New York City high school. In Teather,