8th Grade Students' Positioning Skills on the Map

Purpose: Events that occur around the world maycause a global impact in a short time. Therefore, it isimportant to not only understand the underlyingcauses and analyze their relationship but also knowthe location where they arise. This study investigatedwhether eighth-grade students have the ability toposition Turkey and the neighboring countries on themap.Method: This study was designed on a descriptivescanning method basis. In this study, 206 students inthe eighth grade of three private and three publicschools comprised the study sample. A question formdeveloped by the researcher was used to collect thedata.Findings/Results: The findings obtained in this study showed that the eighth-grade studentshad positioning skills on the map at a low level. It was determined that some of the studentsparticipating in this study could not locate the country they live in on the map. It was foundthat the least known country was the location of Armenia on the map. One of the strikingresults that emerged in this study was that most of the students participating could not locatethe Turkish Republic of Northern Cyprus and Azerbaijan, which have intense commercial,social, cultural and political relations with Turkey.Implications for Research and Practice: In this study, the geolocating skills of the malestudents, the students educated in the public schools, the students whose parents got highereducation levels, whose family had higher monthly income, and the students with atlas werehigher. To develop the positioning skills of students, maps should be used frequently in socialsciences and the Turkish Republic Revolution History and Kemalism courses. Maps ininteractive boards can be used effectively. Students can be assigned to draw maps ashomework. The number of activities related to maps in textbooks can be increased.

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