ÖZET             Bu araştırmanın amacı, Beyin Fırtınası tekniğinin coğrafi kavramların öğretimi ve kalıcılığı üzerindeki etkilerini tespit etmektir. Araştırmada öntest-sontest kontrol gruplu deneysel desen kullanılmıştır. Araştırmanın örneklemi, Erzurum’daki bir lisenin  iki şubesinde öğretime devam eden öğrencilerden oluşturulmuştur. 10. sınıflardan seçilen iki şube üzerinde yapılan bu araştırmada, toplam 60 öğrenci ile çalışılmıştır. Araştırmaya dahil edilen şubelerden biri deney diğeri kontrol grubu olarak seçilmiştir. Deney grubunda “Yeryüzünde Nüfus ve Nüfusun Nitelikleri” konusu Beyin Fırtınası öğretim tekniği kullanılarak işlenirken, kontrol grubunda ise konu geleneksel öğretim yöntemleri ile işlenmiştir. Araştırmanın verilerini toplamak amacıyla, her iki gruba da ön test, son test ve kalıcılık testi uygulanmıştır. Deney ve kontrol grubu öğrencilerinin ön test, son test ve kalıcılık testi puanları t-testi ve ANOVA ile analiz edilmiştir.  Elde edilen verilere göre, Beyin Fırtınası tekniğinin geleneksel öğretim yöntemlerine göre daha etkili olduğu, Beyin Fırtınası öğretim tekniğinin uygulandığı deney grubunda kalıcılık düzeyinin kontrol grubuna oranla daha fazla olduğu belirlenmiştir. Anahtar Kelimeler: Coğrafya, Coğrafi kavramlar, Beyin fırtınası.             ABSTRACTThe aim of the study is to analyze the success and effectiveness of Brainstorming  technique compared to traditional teaching styles while instructing  geographical concepts. Pretest-posttest control group design was used in study. The sampling of the study was formed from the continuing students in two different sections of a high school in Erzurum. 60 students were selected  from two sections of 10th grade students. On of the included sections  is chosen as test group and the other is chosen as control group. For the test group,  the chapter “Population in the Earth and the Qualifications  of Population” was thought with Brainstorming teaching technique however fort he control group the same chapter was thought with traditional teaching styles. t-test  and ANOVA tests were used to measure the scores that both groups gained from pretest, posttest and permanency test. The measures of this analiysis concludes that Brainstorming technique is more effective than the traditional teaching styles as the permancy in the group which was thought with Brainstorming teaching technique test group was more when compared to the group that is thought with traditional teaching styles control group. Keywords: Geography, Geographical concepts, Brainstorming.

The aim of the study is to analyze the success and effectiveness of Brainstorming technique compared to traditional teaching styles while instructing geographical concepts. Pretest-posttest control group design was used in study. The sampling of the study was formed from the continuing students in two different sections of a high school in Erzurum. 60 students were selected from two sections of 10th grade students. On of the included sections is chosen as test group and the other is chosen as control group. For the test group, the chapter “Population in the Earth and the Qualifications of Population” was thought with Brainstorming teaching technique however fort he control group the same chapter was thought with traditional teaching styles. t-test and ANOVA tests were used to measure the scores that both groups gained from pretest, posttest and permanency test. The measures of this analiysis concludes that Brainstorming technique is more effective than the traditional teaching styles as the permancy in the group which was thought with Brainstorming teaching technique test group was more when compared to the group that is thought with traditional teaching styles control group.