Social Studies Pre-service Teachers' Perceptions of Spatial Thinking Skills

Alaattin Arıkan

Makale detayları

Social Studies Pre-service Teachers' Perceptions of Spatial Thinking Skills

Yazarlar:

Alaattin Arıkan

Yayıncı:

Ege University

Ana Başlıklar:

Çevresel Coğrafya

Dergi:

Ege Coğrafya Dergisi Vol.34 Issue 1, pp.169-188

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350274

pISSN:

2636-8056

Anahtar kelimeler:

Özet:

 This study aims to determine the perceptions of pre-service teachers regarding their spatial thinking skills. Designed as a phenomenological study, the research analyzed the views of nine pre-service teachers using a content analysis approach. A semi-structured interview form was utilized as the data collection tool. As a result of the research, it was determined that pre-service social studies teachers think that a compulsory course should be added to the curriculum to support the development of individuals spatial thinking skills from an early age, spatial thinking skills education should be practice-oriented, in-class activities that will make students active, field trips and technology-supported learning tools should be used. Translated with DeepL.com free version Regarding navigation strategies, pre-service teachers were found to use various individual approaches, such as referencing landmarks, mental positioning, paying attention to details, using the sun for orientation, examining settlement maps, and avoiding route changes, alongside navigation apps. Notably, female candidates frequently use location sharing as a safety precaution. Additionally, participants often consult shopkeepers and security personnel for directions, citing trustworthiness and familiarity with the area as underlying factors. The study also highlighted that traditional childhood games, board games, toys, and experiences such as shepherding contribute to the development of spatial thinking skills. During adulthood, factors such as academic courses, software use, video gaming, travel experiences, painting activities, board games, and driving were perceived as contributing to their spatial thinking skills. The research concludes with recommendations to revise curricula to include practice-oriented content and to introduce mandatory courses that foster spatial thinking skills from early ages. Furthermore, it suggests conducting comparative studies by collecting qualitative data from different countries to explore cultural differences in greater depth.

 This study aims to determine the perceptions of pre-service teachers regarding their spatial thinking skills. Designed as a phenomenological study, the research analyzed the views of nine pre-service teachers using a content analysis approach. A semi-structured interview form was utilized as the data collection tool. As a result of the research, it was determined that pre-service social studies teachers think that a compulsory course should be added to the curriculum to support the development of individuals spatial thinking skills from an early age, spatial thinking skills education should be practice-oriented, in-class activities that will make students active, field trips and technology-supported learning tools should be used. Translated with DeepL.com free version Regarding navigation strategies, pre-service teachers were found to use various individual approaches, such as referencing landmarks, mental positioning, paying attention to details, using the sun for orientation, examining settlement maps, and avoiding route changes, alongside navigation apps. Notably, female candidates frequently use location sharing as a safety precaution. Additionally, participants often consult shopkeepers and security personnel for directions, citing trustworthiness and familiarity with the area as underlying factors. The study also highlighted that traditional childhood games, board games, toys, and experiences such as shepherding contribute to the development of spatial thinking skills. During adulthood, factors such as academic courses, software use, video gaming, travel experiences, painting activities, board games, and driving were perceived as contributing to their spatial thinking skills. The research concludes with recommendations to revise curricula to include practice-oriented content and to introduce mandatory courses that foster spatial thinking skills from early ages. Furthermore, it suggests conducting comparative studies by collecting qualitative data from different countries to explore cultural differences in greater depth.

 This study aims to determine the perceptions of pre-service teachers regarding their spatial thinking skills. Designed as a phenomenological study, the research analyzed the views of nine pre-service teachers using a content analysis approach. A semi-structured interview form was utilized as the data collection tool. As a result of the research, it was determined that pre-service social studies teachers think that a compulsory course should be added to the curriculum to support the development of individuals spatial thinking skills from an early age, spatial thinking skills education should be practice-oriented, in-class activities that will make students active, field trips and technology-supported learning tools should be used. Translated with DeepL.com free version Regarding navigation strategies, pre-service teachers were found to use various individual approaches, such as referencing landmarks, mental positioning, paying attention to details, using the sun for orientation, examining settlement maps, and avoiding route changes, alongside navigation apps. Notably, female candidates frequently use location sharing as a safety precaution. Additionally, participants often consult shopkeepers and security personnel for directions, citing trustworthiness and familiarity with the area as underlying factors. The study also highlighted that traditional childhood games, board games, toys, and experiences such as shepherding contribute to the development of spatial thinking skills. During adulthood, factors such as academic courses, software use, video gaming, travel experiences, painting activities, board games, and driving were perceived as contributing to their spatial thinking skills. The research concludes with recommendations to revise curricula to include practice-oriented content and to introduce mandatory courses that foster spatial thinking skills from early ages. Furthermore, it suggests conducting comparative studies by collecting qualitative data from different countries to explore cultural differences in greater depth.

 Bu araştırma, sosyal bilgiler öğretmen adaylarının mekânsal düşünme becerilerine ilişkin algılarının belirlenmesini amaçlamıştır. Fenomenoloji deseninde gerçekleştirilen araştırmada, içerik analizi yaklaşımı kullanılarak 9 sosyal bilgiler öğretmen adayının görüşleri analiz edilmiştir. Veri toplama aracı olarak yarı yapılandırılmış görüşme formundan yararlanılmıştır. Araştırma sonucunda, sosyal bilgiler öğretmen adaylarının erken yaşlardan itibaren bireylerin mekânsal düşünme becerilerinin gelişimini desteklemek için zorunlu bir dersin öğretim programına eklenmesi, mekânsal düşünme becerileri eğitiminin uygulamaya dönük olması, öğrenciyi aktif hâle getirecek sınıf içi aktivitelerin, saha gezilerinin ve teknoloji destekli öğrenme araçlarının kullanılması gerektiğini düşündükleri belirlenmiştir. Öğretmen adaylarının adres ararken ise navigasyon uygulamalarının yanı sıra belirgin noktaları landmark referans alma, zihinsel konumlandırma, ayrıntılara dikkat etme, güneşe göre yön bulma, yerleşim haritasını inceleme ve rota değiştirmeme gibi çeşitli bireysel stratejileri kullandıkları anlaşılmıştır. Özellikle kadın öğretmen adaylarının konum paylaşımını bir güvenlik önlemi olarak da kullanması dikkat çekicidir. Ayrıca katılımcıların, adres ararken çoğunlukla esnafa ve güvenlik görevlilerine danıştıkları belirlenmiştir. Esnaf ve güvenlik görevlilerini tercih etmelerinin altında güvenilirlik ve bölgeye aşina olma gibi faktörlerin yer aldığı düşünülmektedir. Öğretmen adayları arasında çocukluk döneminde oynadıkları geleneksel oyunların, kutu oyunlarının, oyuncakların ve çobanlık gibi deneyimlerin; yetişkinlik döneminde ise aldıkları derslerin, kullandıkları programların, oynadıkları bilgisayar oyunlarının, seyahat deneyimlerinin, resim yapma aktivitelerinin, kutu oyunlarının ve araba kullanmalarının mekânsal düşünme becerilerinin gelişimlerine katkı sağladığı görüşü öne çıkmıştır. Araştırma sonucunda, öğretmen adaylarının mekânsal düşünme becerilerine yönelik algıları çerçevesinde; öğretim programlarının uygulamaya dönük olarak revize edilmesi gerektiği ve erken yaşlardan itibaren bu becerilerin geliştirilmesi için zorunlu derslerin öğretim programlarına eklenmesinin faydalı olacağı önerilmektedir. Ayrıca, kültürel farklılıkların nedenlerini derinlemesine inceleyebilmek için farklı ülkelerden nitel veriler toplanarak karşılaştırmalı çalışmalar yapılması önerilmektedir.

Makale detayları

Social Studies Pre-service Teachers' Perceptions of Spatial Thinking Skills

Yazarlar:

Alaattin Arıkan

Yayıncı:

Ege University

Ana Başlıklar:

Çevresel Coğrafya

Dergi:

Ege Coğrafya Dergisi Vol.34 Issue 1, pp.169-188

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350274

pISSN:

2636-8056

Social Studies

Pre-service Teachers

Spatial Thinking Skills

Address-Finding Strategies

Phenomenological ResearchSosyal Bilgiler

Öğretmen Adayları

Mekansal Düşünme Becerileri

Adres Bulma Stratejileri

Fenomenolojik Araştırma

Sayı

Makale detayları

Yazarlar: Alaattin Arıkan

Yayıncı: Ege University

Ana Başlıklar: Çevresel Coğrafya

Dergi: Ege Coğrafya Dergisi Vol.34 Issue 1, pp.169-188

Belge Tipi: Makale

Yayın Tarihi: 6/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001350274

pISSN: 2636-8056

Sayı

Yazarlar:

Alaattin Arıkan

Yayıncı:

Ege University

Ana Başlıklar:

Çevresel Coğrafya

Dergi:

Ege Coğrafya Dergisi Vol.34 Issue 1, pp.169-188

Belge Tipi:

Makale

Yayın Tarihi:

6/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001350274

pISSN:

2636-8056