An Action Research Study on Teaching the Landform Concepts in a Fifth Grade Social Studies Course

Autor/inn/en	Inel, Yusuf; Urhan, Emrah
Titel	An Action Research Study on Teaching the Landform Concepts in a Fifth Grade Social Studies Course
Quelle	In: International Journal of Contemporary Educational Research, 7 (2020) 2, S.144-155 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-3868
Schlagwörter	Social Studies; Concept Teaching; Geographic Concepts; Physical Geography; Misconceptions; Concept Formation; Knowledge Level; Concept Mapping; Models; Freehand Drawing; Extracurricular Activities; Observational Learning; Grade 5; Public Schools; Instructional Effectiveness; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Physische Geografie; Missverständnis; Concept learning; Begriffsbildung; Wissensbasis; Concept Map; Analogiemodell; Drawing; Zeichnen; Außerunterrichtliche Aktivität; Imitationslernen; School year 05; 5. Schuljahr; Schuljahr 05; Public school; Öffentliche Schule; Unterrichtserfolg; Ausland; Türkei
Abstract	This study aims to find out the effect of activities and practices on concept education to help carry out activities to teach these concepts more effectively and permanently, and determine student preconceptions about the concepts related to the landforms in the 5th-grade social studies curriculum in the learning subdomain called "People, Places and Environments." It was conducted as an action research study, employing a qualitative research design. The participants of the study were 16 fifth graders who were studying at a state secondary school in Bekilli District of the province of Denizli, Turkey. Mind maps, worksheet activities, models and mock-up, focus group interviews and field notes were used as the data collection tools, concept development tools, and process support tools. Collected in four class hours, the data were subjected to statement-based content analysis, and then compared with the criteria developed for the related concept and converted into findings and conclusions. The findings indicate that the student group has a partial preliminary knowledge and perception of the distinctive landforms they see around them. However, the student group's preliminary knowledge and perception of the landforms they do not observe around them is insufficient. The results obtained at the end of the instructional intervention process indicate that the student group is confused about the definitions of the bay, gulf, cape, peninsula, island, strait, and ocean. With the activities implemented after the additional action plan, the student group made progress by effectively learning the basic and sub-dimensional landforms they were confused about. The student group found it useful to carry out mind maps and application activities and achieved effective learning with models and mock-ups. Based on research result, use of sightseeing --observation techniques can be recommended to social studies teachers. (As Provided).
Anmerkungen	International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01