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ERIC Number: EJ1008349
Record Type: Journal
Publication Date: 2013-Feb-23
Pages: 10
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-1990-3839
Investigation of Mapping Skills of Pre-Service Teachers as Regards to Various Parameters
Aksoy, Bulent
Educational Research and Reviews, v8 n4 p134-143 Feb 2013
The goal of this study is to investigate the mapping skills of pre-service teachers as regards to various parameters. The study was carried out using the survey method. The data collection tool employed in the study was the achievement test developed by Koc (2008). The study was carried out on 199 pre-service teachers studying in social studies, history, geography, science and primary school pre service teacher's education departments of Gazi University, Gazi Education Faculty in 2011 to 2012 academic years. The sub problems of the study were analyzed by the use of t-test, One Way ANOVA and Kruskal Wallis tests. The resulting data according to gender revealed that the scores regarding to understanding and the evaluation of the mapping symbols were significantly in favor of the female students. There was a statistically significant difference of all the mapping skills except the scaling skills in favor of the students who possess an atlas. The scaling skill did not show a statistically significant difference according to this variable. All of the eighth mapping skills of the pre-service teachers showed statistically significant changes according to their departments and fields. The Tukey Post Hoc test results showed that these changes were in favor of the geography and social studies pre service teachers and the pre service teachers studying in numerical and oral fields. (Contains 1 figure and 14 tables.)
Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A