An Etymological Approach to Teaching Basic Geographical Concepts

Yusuf Mert Üstün; Mehmet Ünlü

Makale detayları

An Etymological Approach to Teaching Basic Geographical Concepts

Yazarlar:

Yusuf Mert Üstün | Mehmet Ünlü

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.62 Issue 62, pp.81-105

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350440

pISSN:

1300-8889

Anahtar kelimeler:

Özet:

 Concepts that do not create a direct meaningful association in students minds become difficult to learn and remember for a long time. There are also many terms of foreign language origin in geography education. The etymological approach to concept teaching, which analyzes the semantic journey of word origins and concepts throughout historical processes as a unified whole, emerges as a method that could be beneficial in this regard. This study aims to introduce the etymological concept learning approach, which is more effective and enduring than mere rote memorization, in the learning of geographical terms, and to explore selected geographical terms through examples. For this purpose, the explanation of basic concepts was preferred. Based on this preference, auxiliary science branches of geography were selected for analysis. Based on this preference, branches of geography, which are introductory topics to geography at the secondary education level in Türkiye, have been selected for analysis. Priority has been given to concepts in geography such as geomorphology, hydrography, or climatology for etymological analysis, due to their foreign origins or names not yet absorbed into everyday Turkish. The concepts were first briefly described, and then the words were analyzed etymologically. Data obtained through cross-referencing various sources has been explained both in written and visual formats. The research proposes that future research should further investigate the field, explore various concepts, and specifically examine the performance, opinions, and motivations of secondary school students regarding the use of etymological approaches in learning geographical concepts.

 Concepts that do not create a direct meaningful association in students minds become difficult to learn and remember for a long time. There are also many terms of foreign language origin in geography education. The etymological approach to concept teaching, which analyzes the semantic journey of word origins and concepts throughout historical processes as a unified whole, emerges as a method that could be beneficial in this regard. This study aims to introduce the etymological concept learning approach, which is more effective and enduring than mere rote memorization, in the learning of geographical terms, and to explore selected geographical terms through examples. For this purpose, the explanation of basic concepts was preferred. Based on this preference, auxiliary science branches of geography were selected for analysis. Based on this preference, branches of geography, which are introductory topics to geography at the secondary education level in Türkiye, have been selected for analysis. Priority has been given to concepts in geography such as geomorphology, hydrography, or climatology for etymological analysis, due to their foreign origins or names not yet absorbed into everyday Turkish. The concepts were first briefly described, and then the words were analyzed etymologically. Data obtained through cross-referencing various sources has been explained both in written and visual formats. The research proposes that future research should further investigate the field, explore various concepts, and specifically examine the performance, opinions, and motivations of secondary school students regarding the use of etymological approaches in learning geographical concepts.

 Concepts that do not create a direct meaningful association in students minds become difficult to learn and remember for a long time. There are also many terms of foreign language origin in geography education. The etymological approach to concept teaching, which analyzes the semantic journey of word origins and concepts throughout historical processes as a unified whole, emerges as a method that could be beneficial in this regard. This study aims to introduce the etymological concept learning approach, which is more effective and enduring than mere rote memorization, in the learning of geographical terms, and to explore selected geographical terms through examples. For this purpose, the explanation of basic concepts was preferred. Based on this preference, auxiliary science branches of geography were selected for analysis. Based on this preference, branches of geography, which are introductory topics to geography at the secondary education level in Türkiye, have been selected for analysis. Priority has been given to concepts in geography such as geomorphology, hydrography, or climatology for etymological analysis, due to their foreign origins or names not yet absorbed into everyday Turkish. The concepts were first briefly described, and then the words were analyzed etymologically. Data obtained through cross-referencing various sources has been explained both in written and visual formats. The research proposes that future research should further investigate the field, explore various concepts, and specifically examine the performance, opinions, and motivations of secondary school students regarding the use of etymological approaches in learning geographical concepts.

 Öğrencilerin zihinlerinde doğrudan anlamlı bir çağrışım oluşturamayan kavramların öğrenilmesi ve uzun zamanlar hatırlanabilmesi güçleşmektedir. Coğrafya eğitiminde de pek çok yabancı dil menşeili terim bulunmaktadır. Kelime kökenlerinin ve kavramların tarihsel süreçteki anlamsal yolcuğunun bir bütünlük halinde ele alınarak analiz edildiği etimolojik kavram öğretim yaklaşımı kavram öğretimi konusunda yararlı olabilecek bir metot olarak öne çıkmaktadır. Bu çalışmada coğrafi terimlerin öğretiminde etkili ve kalıcı olan etimolojik kavram öğrenme yaklaşımını tanıtmak ve örnekler üzerinden seçili coğrafi terimleri keşfetmek amaçlanmıştır. Bu amaçla temel kavramların açıklanması tercih edilmiştir. Bu tercihten hareketle ortaöğretim düzeyinde coğrafyaya giriş konularından olan coğrafyaya yardımcı bilim dalları analiz edilmek üzere seçilmiştir. Coğrafyanın bölümlerinden etimolojik tahlili yapılacak olanlar seçilirken yabancı kökenli veya gündelik Türkçeye yerleşmemiş isimlere sahip olan jeomorfoloji, hidrografya veya klimatoloji gibi temel kavramlara öncelik verilmiştir. Kavramlar öncelikle kısaca tanımlanmış ardından kelimeler etimolojik olarak analiz edilmiştir. Analizlerin yazımı sırasında etimoloji konusundaki İngilizce ve Türkçe çevrim içi başucu kaynak eserlerden yararlanılmıştır. Farklı kaynaklardan çapraz okumalar yapılarak elde edilen veriler, gerek yazılı gerekse görsel olarak açıklanmıştır. Araştırma, etimoloji kullanarak coğrafi kavramların sistematik bir biçimde öğrenilmesi konusunda giriş mahiyetinde bir çalışma olup yapılacak araştırmaların söz konusu alanın daha da derinlemesine incelenmesi, farklı kavramların ele alınması ve özellikle ortaöğretimdeki öğrencilerin etimolojik yaklaşımla coğrafi kavram öğrenimdeki performansları, görüşleri ve güdülenmelerinin incelenmesini önermektedir.

Makale detayları

An Etymological Approach to Teaching Basic Geographical Concepts

Yazarlar:

Yusuf Mert Üstün | Mehmet Ünlü

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.62 Issue 62, pp.81-105

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350440

pISSN:

1300-8889

Geography

Concept Teaching

Etymology

Etymological Concept Teaching Approach

Basic ConceptsCoğrafya

Kavram Öğretimi

Etimoloji

Etimolojik Kavram Öğretme Yaklaşımı

Temel kavramlar

Sayı

Makale detayları

Yazarlar: Yusuf Mert Üstün | Mehmet Ünlü

Yayıncı: Marmara University

Ana Başlıklar: Coğrafya Eğitimi

Dergi: Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.62 Issue 62, pp.81-105

Belge Tipi: Makale

Yayın Tarihi: 7/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001350440

pISSN: 1300-8889

Sayı

Yazarlar:

Yusuf Mert Üstün | Mehmet Ünlü

Yayıncı:

Marmara University

Ana Başlıklar:

Coğrafya Eğitimi

Dergi:

Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi Vol.62 Issue 62, pp.81-105

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350440

pISSN:

1300-8889