Geography Teacher Candidates' Experiences of Field Study in Western Anatolia: A Qualitative Study

By Balci, Ali | Kuram ve Uygulamada Egitim Bilimleri, Spring 2012 | Go to article overview

Geography Teacher Candidates' Experiences of Field Study in Western Anatolia: A Qualitative Study


Balci, Ali, Kuram ve Uygulamada Egitim Bilimleri


Abstract

The aim of this study is to establish expectations of 5th grade students from Marmara University's Department of Geography Teaching on geographical field study in Western Anatolia. For this reason, a field study trip was organized to Western Anatolia. A survey, which was consisted of open-ended guestions, was prepared by experts and it was conducted on students before and after the study. The survey revealed that 32, 2% of the expectations were related to physical geography, 23,1% to human geography and 44,7% to economic geography. The accumulated data were analyzed using descriptive analysis technigue. In conclusion, expectations of students were substantially satisfied after field study. After the fieldwork experience, 67,8% of student expectations were fully met, 7,1% of them were partially met, while 25,1% of their expectations were not fulfilled. It was also establishec that the rate of fulfilled expectations related to economic and human geography was higher than those related to ohysical geography. The findings were interpreted and suggestions were made concerning the issue

Key Words

Geographical Field Study, Practical Geography Learning, Student Expectations, Geographic Expedition anc Observation.

Geographers build a relationship between human beings and the natural environment. They try to be useful to society and make suggestions to contribute to this relationship. Nature serves as a laboratory for geographers. Economic and human characteristics of the natural environment are thoroughly analyzed. Therefore, they conduct fieldwork which constitutes an essential part of a geographical education. (Açikgöz, 2006; Akçay, 2004; Akinoglu, 2004, 2005; Balli, 2009; Çaliskan, 2008; Erdem, 2007; Fuller, 2006; Gök & Girgin, 2001; Karakök, 2011; Kayag, 2009; Korkmaz, 2006; Özay 2003; Özkan, 2009; Rudmann, 1994; Tunç, 2006). Because these studies help solidify geographical knowledge. Exploring geographical features in the research environment and analyzing these features are possible only through fieldwork experiences. Horst blocks in geography textbooks turn into the Aydin and Boz mountains; graben blocks turn to the Gediz and Menderes plains. During field studies, students have the opportunity to see how reservoirs constructed on tributaries flowing between horst blocks prevent spate flows from damaging the planted areas and how spate flows are controlled to irrigate these planted areas. Students learn that determining where the fault lines lie in the field study area is not as easy as finding them on maps. A direct observation solidifies the relationship between faults and hot water sources. At the same time, they see these sources and projects that would contribute to the economy. They question the relationship between agricultural products and climate of a certain area chosen as a field for study. They have the opportunity to examine soil and vegetation of the area, as well. They make suggestions for future considering the current conditions of the world. They learn how geographical features of an area affect population characteristics there. They try to find out how much effect settlement has on traditional architecture. They discover the potentials of the cities and see how economic activities help cities develop an identity. They have the opportunity to explore planted lands and new agricultural activities and learn how agricultural products of an area have an effect on the economic structure there. They examine the current tourist attractions and question how they contribute to the economy. They discover how ground waters in a calcareous area form travertines and how much they contribute to economic development. They analyze ancient cities, holy structures and symbols of cities and interpret them calling the modern day conditions into mind.

Students find the opportunity to solidify their existing geographical knowledge as mentioned above. Theoretical knowledge transforms into practical knowledge (Fuller, Edmondson, France, Higgitt, & Ratinen, 2006; Scott, Fuller, & Gaskin 2006). …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Geography Teacher Candidates' Experiences of Field Study in Western Anatolia: A Qualitative Study
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.