Multidimensional analysis of map skills: an example of the 2024 Geography Curriculum

Serkan Kırkeser; Cennet Şanlı

Makale detayları

Multidimensional analysis of map skills: an example of the 2024 Geography Curriculum

Yazarlar:

Serkan Kırkeser | Cennet Şanlı

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi

Dergi:

International Journal of Geography and Geography Education Issue 56, pp.1-20

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359085

pISSN:

2630-6336

Anahtar kelimeler:

Özet:

 In this study, it was aimed to conduct the map skill in the 2024 Geography Curriculum in a multidimensional way. Within the scope of the research, the distribution of learning outcomes incorporating cartographic skills was examined across grade levels and curricular units, emphasizing the relationships between outcomes and corresponding disciplinary domainsconceptual competencies. Document analysis method based on qualitative approach was employed in the research. The data collection tool of the study involved the Turkey Century Maarif Model 2024 Geography Curriculum common text and the 2024 Geography Curriculum. These data were accessed from the official internet website published by the Ministry of National Education and then, analysed by descriptive analysis method. As a result of, the findings of the research revealed that map skills were incorporated into 2 learning outcomes at the 9th grade level, 1 learning outcome at the 10th and 11th grade levels, and 2 learning outcomes at the 12th grade level. It was determined that map skill learning outcomes were mainly associated with table, graph, figure andor diagram reading skills among domain skills, higher order thinking skills among conceptual skills and spatial thinking skill among other skills. Moreover, these results demonstrated that map skills were addressed within a holistic pedagogical framework, closely linked to other competencies and designed to foster interdisciplinary thinking. Altogether, these findings indicated that the curriculum adopts a progressive and sustained instructional approach to the teaching of map skills across grade levels.

 In this study, it was aimed to conduct the map skill in the 2024 Geography Curriculum in a multidimensional way. Within the scope of the research, the distribution of learning outcomes incorporating cartographic skills was examined across grade levels and curricular units, emphasizing the relationships between outcomes and corresponding disciplinary domainsconceptual competencies. Document analysis method based on qualitative approach was employed in the research. The data collection tool of the study involved the Turkey Century Maarif Model 2024 Geography Curriculum common text and the 2024 Geography Curriculum. These data were accessed from the official internet website published by the Ministry of National Education and then, analysed by descriptive analysis method. As a result of, the findings of the research revealed that map skills were incorporated into 2 learning outcomes at the 9th grade level, 1 learning outcome at the 10th and 11th grade levels, and 2 learning outcomes at the 12th grade level. It was determined that map skill learning outcomes were mainly associated with table, graph, figure andor diagram reading skills among domain skills, higher order thinking skills among conceptual skills and spatial thinking skill among other skills. Moreover, these results demonstrated that map skills were addressed within a holistic pedagogical framework, closely linked to other competencies and designed to foster interdisciplinary thinking. Altogether, these findings indicated that the curriculum adopts a progressive and sustained instructional approach to the teaching of map skills across grade levels.

 In this study, it was aimed to conduct the map skill in the 2024 Geography Curriculum in a multidimensional way. Within the scope of the research, the distribution of learning outcomes incorporating cartographic skills was examined across grade levels and curricular units, emphasizing the relationships between outcomes and corresponding disciplinary domainsconceptual competencies. Document analysis method based on qualitative approach was employed in the research. The data collection tool of the study involved the Turkey Century Maarif Model 2024 Geography Curriculum common text and the 2024 Geography Curriculum. These data were accessed from the official internet website published by the Ministry of National Education and then, analysed by descriptive analysis method. As a result of, the findings of the research revealed that map skills were incorporated into 2 learning outcomes at the 9th grade level, 1 learning outcome at the 10th and 11th grade levels, and 2 learning outcomes at the 12th grade level. It was determined that map skill learning outcomes were mainly associated with table, graph, figure andor diagram reading skills among domain skills, higher order thinking skills among conceptual skills and spatial thinking skill among other skills. Moreover, these results demonstrated that map skills were addressed within a holistic pedagogical framework, closely linked to other competencies and designed to foster interdisciplinary thinking. Altogether, these findings indicated that the curriculum adopts a progressive and sustained instructional approach to the teaching of map skills across grade levels.

 Bu araştırmada 2024 Coğrafya Dersi Öğretim Programında yer alan harita becerisinin çok boyutlu analiz edilmesi amaçlanmıştır. Araştırma kapsamında harita becerisi ile yazılmış öğrenme çıktılarının sınıf düzeyi, ünitelere göre dağılımı ve bu çıktılarla ilişkilendirilen diğer alan ya da kavramsal beceriler arasındaki ilişkiler ele alınmıştır. Araştırmada nitel yaklaşıma dayalı doküman analizi yöntemi kullanılmıştır. Araştırmanın veri toplama aracını TYMM Ortak Metni ve 2024 Coğrafya Dersi Öğretim Programı oluşturmuştur. Araştırma verilerine Millî Eğitim Bakanlığı tarafından yayımlanmış resmi internet sitesi aracılığıyla erişim sağlanmıştır. Elde edilen veriler betimsel analiz yöntemiyle çözümlenmiştir. Araştırmanın sonucunda 9. sınıf düzeyinde 2; 10 ve 11. sınıf düzeylerinde 1; 12. sınıf düzeyinde ise 2 öğrenme çıktısında harita becerisine yer verildiği görülmüştür. Harita becerisi öğrenme çıktılarının alan becerileri arasında ağırlıklı olarak tablo, grafik, şekil veveya diyagram okuma becerileri; kavramsal becerilerden ise üst düzey düşünme becerileriyle ilişkilendiriliği saptanmıştır. Diğer alan ya da kavramsal becerilerle yazılan öğrenme çıktıları arasında harita becerisiyle en fazla ilişkilendirilen beceri ise mekânsal düşünme becerisi olmuştur. Bu sonuçlar programın harita becerisini sınıf düzeylerine göre kademeli ve süreklilik taşıyan bir yaklaşımla öğretmeyi hedeflediğini ortaya koymaktadır. Ayrıca programda harita becerisinin diğer becerilerle ilişkili ve disiplinler arası düşünmeyi destekleyen bütüncül bir öğretim anlayışıyla ele alındığını göstermektedir.

Makale detayları

Multidimensional analysis of map skills: an example of the 2024 Geography Curriculum

Yazarlar:

Serkan Kırkeser | Cennet Şanlı

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi

Dergi:

International Journal of Geography and Geography Education Issue 56, pp.1-20

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359085

pISSN:

2630-6336

Geography education

Geography curriculum

Map skills

Field skills

Conceptual skillsCoğrafya eğitimi

Coğrafya dersi öğretim programı

Harita becerisi

Alan becerisi

Kavramsal beceri

Sayı

Makale detayları

Yazarlar: Serkan Kırkeser | Cennet Şanlı

Yayıncı: Marmara University

Ana Başlıklar: Coğrafya Eğitimi

Dergi: International Journal of Geography and Geography Education Issue 56, pp.1-20

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001359085

pISSN: 2630-6336

Sayı

Yazarlar:

Serkan Kırkeser | Cennet Şanlı

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi

Dergi:

International Journal of Geography and Geography Education Issue 56, pp.1-20

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359085

pISSN:

2630-6336