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Year 2020, Volume: 10 Issue: 1 (Special Issue), 65 - 83, 23.03.2020

Hakan Türk Emin Atasoy

https://doi.org/10.33403/rigeo.641498

Abstract

References

  • Arı, Y. (2010). Coğrafyanın genel eğitime katkısı. Özey, R., İncekara, S. (Ed.). Coğrafya eğitiminde kavram ve değişimler, içinde ( s. 9-21). Ankara: Pegem Akademi
  • Acıkalın, M. (2010). Sosyal bilgiler eğitiminde yeni yaklaşımlar: Cok kültürlü ve küreseleğitim.İlköğretim Online ,9 (3), 1226-1237.
  • Anderson, C.C. (1982). Global education in the classroom. Theory into Practice, 21(3), 168 176.
  • Carano, K. T. (2013). Global educators’ personal attribution of a global perspective. Journal of International Social Studies, 3 (1), 4–18.
  • Christensen, L.B, Johnson, R.B., Turner, L.A. (2015). Araştırma yöntemleri desen ve analiz. (A. Aypay, Çeviri). Ankara: Anı Yayıncılık.
  • Çakmak, Z., Bulut, B., Taşkıran, C., (2017). Relationships between global literacy, global citizenship and social Studies. Journal of Education and Practice, 8 (23), 82-90
  • Fernandez, E. (2006). Developing a global perspective during a study-term abroad (Yayımlanmamış doktora tezi) The University of Michigan, Michigan.
  • Florida İnternational University. (2019). Global awareness. Retrieved from https://library.fiu.edu/c.php?g=169497&p=1380382 adresinden edinilmiştir.
  • Gilbert, R.(2006). Towards a global community: Educating for tomorrow’s world. J. Campbell, N. Baikaloff, C. Power (Ed.). Netherlands: Springer
  • Global Education Project. (2011). Global Perspectives: A Framework For Global Education In Australian Schools (2011). Retrieved from https://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf adresinden edinilmiştir.
  • Hanvey, R. G. (1976). An attainable global perspective. https://files.eric.ed.gov/fulltext/ED116993.pdf adresinden edinilmiştir.
  • Herod, A. (2003). Scale: the local and the global. S.P. Rice ve G. Valentine (Ed.). Key concepts in geography: London: Sage Publications.
  • KAN, Ç. (2009). Sosyal bilgiler öğretmen adaylarının küresel sorunlarla illgili tutumları ve ders programlarına yönelik önerileri ( Yayımlanmamış doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kirkwood. T.F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies. 92 (1), 10-15. Doi: 10.1080/00377 990109603969.
  • Lambert, D. Ve Walshe, N. (2018). How Geography Curricula Tackle Global Issues. Geography Education for Global Understanding (7) içinde. https://www.springer.com/gp/book/9783319772158 adresinden edinilmiştir.
  • Massey, Kyle D. (2013). An investigation of global citizenship education in one geography course:The students’ perspective (Yayımlanmamış yüksek lisans tezi). Queen’s Üniversitesi Eğitim Fakültesi, Ontario.
  • MEB. (2018). Coğrafya Dersi Öğretim Programı. http://mufredat.meb.gov.tr/Dosyalar/2018120203724482Cografya%20dop%20pdf.pdf adresinden edinilmiştir.
  • Myers, J. (2010). Critical global perspectives: Rethinking knowledge about global societies. B.Subedi (Ed.). United States of America: Information Age Publishing
  • Nartgün, Şenay. S. (Ed.). (2015). 1968-2005 Sosyal bilgiler ders programlarında küresel farkındalık eğitimi (USBES özel sayıSI). Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1).
  • Orozco, S., Sattin, C. (2007). Wanted: Global citizens. Educational Leadership, 64 (7), 58-62. https://www.researchgate.net/publication/268042747_Wanted_Global_Citizens/link/567444e308ae0ad265ba7657/download adresinden edinilmiştir.
  • Oxfam. (2006). Education for global citizenship: A guide for schools. Retrieved from https://www.oxfam.org.uk/education/resources/education-for-global-citizenship-a-guide-for-schools adresinden edinilmiştir.
  • OXFAM. (2015). Education for globalcitizenship: A guide for schools. Retrieved from https://www.oxfam.org.uk/education/resources/education-for-global-citizenship-a-guide-for-schools.adresinden edinilmiştir.
  • Öner, G . (2018). Yerel coğrafya ve öğretimi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5 (9) , 105-130 . DOI: 10.29129/inujgse.393951
  • Öztürk, F. (2014). Sosyal bilgiler öğretmenlerinin küresel eğitim bilgi, deneyim ve uygulamaları (Yayımlanmamış yüksek lisans tezi). Eskişehir Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Partnership for 21st Century learning. (2019). Framework for 21st Century Learning Definitions. Rerrieved from http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf
  • Robert G. Hanvey (1982) An attainable global perspective. Theory Into Practice, 21(3),162-167, DOI: 10.1080/00405848209543001
  • Schee J. van der ev Beneker, T. (2018). Geography education and global understanding: Exploring some ideas and trends in a fast-changing world. Geography Education for Global Understanding (6) içinde. https://www.springer.com/gp/book/9783319772158 adresinden edinilmiştir.
  • Tye, K. A. ve Kniep, W. M. (1991). Global education around the world. Educational Leadership, 48 (7), 47–49.
  • Woollen, John R. (1982). Cognitive level and attıtudes of global understanding in undergraduate students: Effects of instruction in international studies (Yayımlanmamış doktora tezi). Faculty of the Graduate School at The University of North Carolina, Greensboro.
  • Yıldırım, A., Şimşek, H. (2016). Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.

A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments

Year 2020, Volume: 10 Issue: 1 (Special Issue), 65 - 83, 23.03.2020

Hakan Türk Emin Atasoy

https://doi.org/10.33403/rigeo.641498

Abstract

The world has experienced in recent years, a number of factors such as the intensification of international relations, the acceleration of technological developments and the presence of transboundary problems have led to increased scientific interest in global issues. In this context, the aim of the study is to evaluate the geography course curriculum in Turkey in terms of global awareness education. In the study, a document review was conducted, one of the qualitative research designed. The obtained results were analyzed using descriptive analysis and content analysis. Within the scope of the study, overarching themes frequently highlighted and highlighted by researchers were identified from the topics derived from global awareness field literature. Geography course curriculum is evaluated within the scope of these themes. In general, it is seen that the issues related to global awareness are significantly involved in all aspects of the program, including its basic philosophy, general goals and achievements. When we look at the size of the attainments that are the application area of the program in detail, it is seen that there is no balanced distribution between the global themes highlighted in the attainments and that these are not designed to give individuals full global awareness. Therefore, it is necessary to develop a systematic global awareness learning area by using the relevant field writing while designing the geography course curriculum program. In addition, in order for students to understand the world from a holistic perspective, the program should include more themes for developing a global perspective.

Keywords

Global education Awareness and perspective Geography curriculum Geographical education

References

  • Arı, Y. (2010). Coğrafyanın genel eğitime katkısı. Özey, R., İncekara, S. (Ed.). Coğrafya eğitiminde kavram ve değişimler, içinde ( s. 9-21). Ankara: Pegem Akademi
  • Acıkalın, M. (2010). Sosyal bilgiler eğitiminde yeni yaklaşımlar: Cok kültürlü ve küreseleğitim.İlköğretim Online ,9 (3), 1226-1237.
  • Anderson, C.C. (1982). Global education in the classroom. Theory into Practice, 21(3), 168 176.
  • Carano, K. T. (2013). Global educators’ personal attribution of a global perspective. Journal of International Social Studies, 3 (1), 4–18.
  • Christensen, L.B, Johnson, R.B., Turner, L.A. (2015). Araştırma yöntemleri desen ve analiz. (A. Aypay, Çeviri). Ankara: Anı Yayıncılık.
  • Çakmak, Z., Bulut, B., Taşkıran, C., (2017). Relationships between global literacy, global citizenship and social Studies. Journal of Education and Practice, 8 (23), 82-90
  • Fernandez, E. (2006). Developing a global perspective during a study-term abroad (Yayımlanmamış doktora tezi) The University of Michigan, Michigan.
  • Florida İnternational University. (2019). Global awareness. Retrieved from https://library.fiu.edu/c.php?g=169497&p=1380382 adresinden edinilmiştir.
  • Gilbert, R.(2006). Towards a global community: Educating for tomorrow’s world. J. Campbell, N. Baikaloff, C. Power (Ed.). Netherlands: Springer
  • Global Education Project. (2011). Global Perspectives: A Framework For Global Education In Australian Schools (2011). Retrieved from https://www.globaleducation.edu.au/verve/_resources/GPS_web.pdf adresinden edinilmiştir.
  • Hanvey, R. G. (1976). An attainable global perspective. https://files.eric.ed.gov/fulltext/ED116993.pdf adresinden edinilmiştir.
  • Herod, A. (2003). Scale: the local and the global. S.P. Rice ve G. Valentine (Ed.). Key concepts in geography: London: Sage Publications.
  • KAN, Ç. (2009). Sosyal bilgiler öğretmen adaylarının küresel sorunlarla illgili tutumları ve ders programlarına yönelik önerileri ( Yayımlanmamış doktora tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kirkwood. T.F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies. 92 (1), 10-15. Doi: 10.1080/00377 990109603969.
  • Lambert, D. Ve Walshe, N. (2018). How Geography Curricula Tackle Global Issues. Geography Education for Global Understanding (7) içinde. https://www.springer.com/gp/book/9783319772158 adresinden edinilmiştir.
  • Massey, Kyle D. (2013). An investigation of global citizenship education in one geography course:The students’ perspective (Yayımlanmamış yüksek lisans tezi). Queen’s Üniversitesi Eğitim Fakültesi, Ontario.
  • MEB. (2018). Coğrafya Dersi Öğretim Programı. http://mufredat.meb.gov.tr/Dosyalar/2018120203724482Cografya%20dop%20pdf.pdf adresinden edinilmiştir.
  • Myers, J. (2010). Critical global perspectives: Rethinking knowledge about global societies. B.Subedi (Ed.). United States of America: Information Age Publishing
  • Nartgün, Şenay. S. (Ed.). (2015). 1968-2005 Sosyal bilgiler ders programlarında küresel farkındalık eğitimi (USBES özel sayıSI). Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1).
  • Orozco, S., Sattin, C. (2007). Wanted: Global citizens. Educational Leadership, 64 (7), 58-62. https://www.researchgate.net/publication/268042747_Wanted_Global_Citizens/link/567444e308ae0ad265ba7657/download adresinden edinilmiştir.
  • Oxfam. (2006). Education for global citizenship: A guide for schools. Retrieved from https://www.oxfam.org.uk/education/resources/education-for-global-citizenship-a-guide-for-schools adresinden edinilmiştir.
  • OXFAM. (2015). Education for globalcitizenship: A guide for schools. Retrieved from https://www.oxfam.org.uk/education/resources/education-for-global-citizenship-a-guide-for-schools.adresinden edinilmiştir.
  • Öner, G . (2018). Yerel coğrafya ve öğretimi. İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi, 5 (9) , 105-130 . DOI: 10.29129/inujgse.393951
  • Öztürk, F. (2014). Sosyal bilgiler öğretmenlerinin küresel eğitim bilgi, deneyim ve uygulamaları (Yayımlanmamış yüksek lisans tezi). Eskişehir Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.
  • Partnership for 21st Century learning. (2019). Framework for 21st Century Learning Definitions. Rerrieved from http://static.battelleforkids.org/documents/p21/P21_Framework_DefinitionsBFK.pdf
  • Robert G. Hanvey (1982) An attainable global perspective. Theory Into Practice, 21(3),162-167, DOI: 10.1080/00405848209543001
  • Schee J. van der ev Beneker, T. (2018). Geography education and global understanding: Exploring some ideas and trends in a fast-changing world. Geography Education for Global Understanding (6) içinde. https://www.springer.com/gp/book/9783319772158 adresinden edinilmiştir.
  • Tye, K. A. ve Kniep, W. M. (1991). Global education around the world. Educational Leadership, 48 (7), 47–49.
  • Woollen, John R. (1982). Cognitive level and attıtudes of global understanding in undergraduate students: Effects of instruction in international studies (Yayımlanmamış doktora tezi). Faculty of the Graduate School at The University of North Carolina, Greensboro.
  • Yıldırım, A., Şimşek, H. (2016). Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayıncılık.
There are 30 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Hakan Türk

Emin Atasoy

Publication Date March 23, 2020
Submission Date November 1, 2019
Acceptance Date March 27, 2020
Published in Issue Year 2020 Volume: 10 Issue: 1 (Special Issue)

Cite

APA Türk, H., & Atasoy, E. (2020). A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments. Review of International Geographical Education Online, 10(1 (Special Issue), 65-83. https://doi.org/10.33403/rigeo.641498
AMA Türk H, Atasoy E. A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments. Review of International Geographical Education Online. March 2020;10(1 (Special Issue):65-83. doi:10.33403/rigeo.641498
Chicago Türk, Hakan, and Emin Atasoy. “A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments”. Review of International Geographical Education Online 10, no. 1 (Special Issue) (March 2020): 65-83. https://doi.org/10.33403/rigeo.641498.
EndNote Türk H, Atasoy E (March 1, 2020) A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments. Review of International Geographical Education Online 10 1 (Special Issue) 65–83.
IEEE H. Türk and E. Atasoy, “A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments”, Review of International Geographical Education Online, vol. 10, no. 1 (Special Issue), pp. 65–83, 2020, doi: 10.33403/rigeo.641498.
ISNAD Türk, Hakan - Atasoy, Emin. “A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments”. Review of International Geographical Education Online 10/1 (Special Issue) (March 2020), 65-83. https://doi.org/10.33403/rigeo.641498.
JAMA Türk H, Atasoy E. A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments. Review of International Geographical Education Online. 2020;10:65–83.
MLA Türk, Hakan and Emin Atasoy. “A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments”. Review of International Geographical Education Online, vol. 10, no. 1 (Special Issue), 2020, pp. 65-83, doi:10.33403/rigeo.641498.
Vancouver Türk H, Atasoy E. A Critical Approach to Geography Curriculum in Terms of Global Awareness Attainments. Review of International Geographical Education Online. 2020;10(1 (Special Issue):65-83.
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