This study was conducted with the aim of understanding the attitudes and problems of

elementary school teachers in Turkey towards map usage in Social Studies and History
courses and producing scientific solutions towards increasing qualities of didactic maps and
the efficiency of map usage. In introduction section, theoretical and conceptual framework
was put forward based on the literature related to this subject, then, research process and
findings obtained were shared. For the data collection stage of research, first of all, a unique
scale was developed and validity and reliability study of the scale was completed. Afterwards,
elementary schools in Bursa province were scanned to apply the scale and 8 schools were
detected as sample. In order to increase representation power of the sample, it was paid
attention that these are schools, which are located in three different districts and provide
service to different socio-economic income groups including lower, middle and higher. The
data obtained from the scale, which was applied to 101 teachers employed in the designated
schools, were analyzed by using the SPSS 11.0 software. Shapiro-Wilk test was employed to
examine distributions of variables in statistical comparisons. In inter-group comparisons, t-
test was used for two groups, the analysis of variance was used for groups more than two as
parametric tests; the Mann-Whitney U test was used for two groups and the KruskalWallis
test was used for groups more than two as non-parametric tests. Inter-variable relations were
examined with Spearman correlation coefficient. The difference among attitudes of teachers
in different socio-economic groups towards map usage was looked at in the data analysis;
while the lower socio-economic group constitutes a significant difference, it was seen that the
difference between the middle and higher socio-economic groups was significant to a limited
extent. It was seen that young teachers attach less importance to map usage compared to
experienced teachers in the lower socio-economic group, in which mostly younger teachers
are situated, in analyses conducted considering years of service and age.
Course Equipments, Social Studies Education, Geography Education, History Education,
Map, Map Education
Education equipments, whose common basis is curriculums, have considerably positive
supportive and complementary effects on learning and teaching process. Education
equipments provide the following benefits in case of that they are selected in accordance with
characteristics of learning situations:
They help the scope to be more meaningful and concept, phenomena and
information to be grasped more easily.
They facilitate learning by concretizing information, appealing to numerous sense
organs.
They enable exhibiting case, phenomena and objects, which are impossible or
difficult to bring to class, in class.
They draw attention, render learning enjoyable and increase participation.
They individualize learning, provide multiple learning environments.
They enable teaching environment to be less affected by negative impacts of
environment.
They save time.
They allow for observing safely.
To be able to gain these benefits depends on both equipments and teachers, who will use
them, having a series of attributes:
Equipments being in accordance with curriculum
Narration language of equipments being clear and comprehensible
Equipments being sufficient in technical aspect
Equipments having instructional characteristic and being impartial in terms of content
Equipments being suitable for learning-teaching skills
Equipments being easy to obtain
Using equipments with a combination that will complement each other
As both innovations brought by the new Social Studies curriculum and supplementary
elements and instruments required by the program come to the fore as new problems, many
researches, which could be regarded as equivalent to this research, have been conducted in
recent years. For instance, studies performed by D, Y, G, A, K and I are researches in parallel
with this research to a great extent, albeit education ladder that they target or their target
groups is different. In addition, albeit not having common main and sub-problems or similar
objectives, again many studies have also contributed to our research in a complementary and
supportive way with regard to putting forward the positive effects of maps and similar
equipments in learning-teaching processes. For instance, while Alkis put forward an increase
in location knowledge and positioning abilities via map-based activities, researches carried
out by B and C, B, D and U also indicated that in learning situations, map usage increases the
motivation and desire for participating in class and positively contributes to learning success.
Then again, these findings are not only valid for maps. Other researches of parallel
characteristics demonstrate that such effects are valid for all kind of visual-audial materials,
which do not have sufficient place of use in traditional teaching. For instance, S reached
similar findings regarding the use of technology; A regarding photos; and S regarding
general visual instruments; D, Y and S regarding graphics.
Everything that is earthly and human occurs in a specific time and space. Time is both a
physical phenomenon that determines formal change of space and human phenomenon that
adds identity and value to space, in other words, a determinant variable historically. Space is a
special factor that plays a role in the settlement and formation of civilizations, the occurrence
of historical events that they left their marks. In this respect, maps, which have a function to
model space, are important and indispensable instruments of history and geography sciences
primarily, and as a result, social studies education. Due to their characteristics focused on
space, they can be used in an effective way in many fields of social studies, particularly
history education, in fact due to their contribution to the development of thinking
competencies, albeit they are generally associated with geography education. Then again, the
right approach in social studies education is to target the development of time and space
perception together as well. Ataturks remark that I assess military problems as they are, and
political problems from map is a good example to this holistic approach.
Utilizing maps for educational purposes is also important in terms of map usage abilities
affecting thinking competency in positive direction. That is to say, utilizing maps entails
understanding maps very well and this entails equipping with knowledge and ability regarding
perspective, symbols, location, direction, scale and distance. Being able to look at space and
objects from different perspectives and to perceive space holistically with a bird's-eye
perspective can be considered as an ability to use maps at first glance. Having said that, taking
into account researches that display the existence of a significant link between abilities gained
by people and their thinking competencies, the ability to be able to look at from multiple
perspectives can be expected to impact thinking competencies as well. As a matter of fact, W
and M state as well that perspective activities performed on maps do not only gain map usage
abilities and habits, but also the awareness of reading the world from different angles and that
everything has different ways. Again, C and M demonstrated as well that students can
establish meaningful cause and effect relationship between geography and life with activities
with map usage, such in-class activities may also have positive effects on analysis, synthesis
and evaluation steps of thinking. In a nutshell, using maps for learning-teaching purposes
possesses indispensable importance with regard to gaining the ability to be able to think from
multiple perspectives on space-life relationships, and events and phenomena in addition to
intra-discipline gains, students becoming sensitive towards the region they live and enabling
them to desire to participate in decision-making process by making subjective plans towards
that region.
In general, maps can be used within the framework of three main objectives as utilizing map
information, transferring information on map and making presentations by utilizing maps.
For these objectives to be able to materialize, teachers should take certain criteria into
consideration when choosing and determining map. Accordingly, maps:
Should be accurate and errorless
Should include details required by the scale of which they are made
Should be fit for purpose and associated with the subject
Should be clear, comprehensible and simple
Should be readable, clean, evident and beautiful aesthetically
Should explicitly specify information and symbols they contain
Should be in a size appropriate to use in class
As it will be understood easily within the framework of all these information and
explanations, maps are fundamental equipments that can be used from pre-school era to
higher education level as stated by V and K as well. However, many studies conducted on
class equipments show that unfortunately, this important source is not utilized sufficiently in
our schools, there are not sufficient numbers and scales of maps both in our private and public
schools and the current level of use is far from reflecting the importance, necessity and
indispensability of the subject. According to I, the main reason of this situation is the general
problems of education system and accordingly, traditional teaching method habits; according
to A, it is that teachers have awareness deficiencies regarding the significance of map usage;
according to C, S and BB, it is that teacher training and consequently, graduates are
insufficient in this subject and according to U, it is that the current maps are not suitable for
curriculum, cognitive levels of students and the principles for map drawing and in this regard,
no model and understanding have been developed. If we put in a nutshell, the following
reasons are understood to be decisive on deficiencies and inaccuracies regarding map usage or
on negative attitudes and views towards map usage:
i. Teachers not having sufficient knowledge and ability to use equipments
ii. Teachers concerned about equipments replacing them
iii. Unavailability or insufficiency of the necessary equipments in schools
iv. Not having enough time for equipment preparation
Such a picture naturally resulted in questioning teachers aims on map usage or methods and
techniques they resort to while using maps and also, the increase of recommendatory and
guiding studies that will lead teachers in this subject.
The Problem that Research is Based on
This research focused on solving the problem we point out in the way that How are the
attitudes of classroom teachers and social studies teachers towards map usage? and being
able to solve this problem also entails putting the following sub-problems under the
microscope:
Do attitudes of teachers towards map usage exhibit a significant difference according to the
socio-economic situation variable?
The Research Objective
Even though maps are considerably important lesson equipment, it is observed that they are
not used to a sufficient and necessary extent in social sciences education in general, and in
history education lessons in particular. Also, considering deficiencies related to the use of
other visuals such as photograph, picture, museum, historical places, caricature, graph, time
line and film, this is a problem that will complicate imagination and therefore, learning in
history and geography education and make empathy difficult. In this respect, this study serves
the purpose of detecting and putting forward
Point of views of classroom teachers and branch teachers, who serve in schools within
the research field, on map usage,
How, to what extent, with what purposes and with which methods and techniques they
utilize maps in their lessons,
If they do not utilize enough, the reasons of this situation
Whether attitudes towards map usage display a significant difference according to
gender, academic field, age, years of service, educational background, in-service
training and school equipments and facilities variables.


The Significance of Research
This research matters in the context of being able to expand new horizons for everyone, who
is interested in history and geography education, in which maps are used greatly, particularly
for teachers regarding map usage, shedding light on experts, who work on program
development, and giving course equipment producers findings that will guide them to think
creatively on the subject.
Assumptions that Research is Based on
In this research, it was assumed that (i) sample, which was selected for research, has the
characteristic to represent population, (ii) teachers have answered questions in the scale
accurately and sincerely.
Research Limitations
1. This research is limited to the academic year when it is conducted and,
2. 8 elementary schools located in three districts of Bursa province and opinions of 101
classroom teachers and social studies teachers serving in these schools.
Research Model
A model of Situation Detection study based on qualitative and quantitative methods was used
in this research. In theoretical sections of research, instructional relationship between history
and geography education and map was sought an answer by sticking to the objective of
description in an appropriate way to the nature of Basic Research and applying Screening
Model.
Population-Sample Relationship
The research sample was generated from elementary schools in Bursa; schools were
determined from three different districts including Yildirim, Osmangazi and Nilufer in order
to increase the sample representation power and different socio-economic levels including
lower, middle, higher in every district in order to be able to accurately reflect socio-
economic differences. Opinions and suggestions of various institutions and establishments,
particularly Provincial Directorate for National Education and principals, were drawn on in
determining socio-economic levels of schools. Accordingly, while CI Elementary School, NG
Elementary School and YMO Elementary School are situated in the lower group; II
Elementary School, DEE Elementary School and PS Elementary School are situated in the
middle group; AV Elementary School and YKB Elementary School are present in the higher
group. The research sample consists of 101 teachers from the selected schools. If schools, to
which the scale was applied, are classified, while 37.7% of schools are situated in the lower
socio-economic group, 29.7% are situated in the middle group and 32.7% are situated in the
higher group. Men constitute 31.7% and women constitute 68.3% of teachers, who form the
sample. Looking at ages of teachers, who participated in research, it is seen that 11.9% are
below 30 years old, 42.6% are between 31-40 years old and 45.5% are between 41-55 years
old. This also indicates that ages of teachers in the sample are mostly above 30 and they are
mostly situated in the lower group. Looking at the table, it is seen that 83.1% of teachers, who
constitute the sample, are classroom teachers. Looking at teachers years of service, it is seen
that 12.9% have not yet completed their first 5 years, 67.3% have 11-15 years of service and
above. This situation displays that majority of teachers, who participated in the sample, is
experienced in their occupation. And this is crucial in terms of this research showing the
approach of experienced teachers towards map usage. According to the table, 46.5% of
teachers graduated from Faculty of Education, 21.8% graduated from two-year institute and
31.7% graduated from four-year faculty. Looking at their situation of participation in
vocational training courses, it is seen that 90% participated in these courses more than once.
Four people (3.96%) have never attended vocational courses. Finally, looking at the table
regarding whether equipment of schools, which participated in research, is sufficient, while
eight people (7.9%) think that schools are completely sufficient, 16.8% think that schools are
insufficient in terms of equipment. Information related to teachers is stated collectively in the
table below:
Table 1- Findings related to teachers, who participated in the sample
Data Collection and Analysis
The Likert-type scale was prepared, whose content validity was ensured by reviewing the
subject-related literature by researchers with the aim of collecting data aimed at the research
problem and utilizing opinions of field experts. The scale was prepared as 5-grade from 0 to 4
and grades were expressed with I certainly do not agree, I do not agree, I partially agree, I
agree, I certainly agree choices. In reliability calculation, the pre-test and post-test study was
performed with 15-day intervals by selecting three schools, where research will be conducted,
the obtained results were calculated by using Cronbachs Alpha reliability coefficient.
According to calculations carried out by adjusting at 100-points, its reliability level was found
0.890 that this value shows that the data collection instrument is highly reliable. While
making reliability calculation, it was observed that 5
th
, 31
st
, 32
nd
and 34
th
items showed
inverse correlation. But, due to the fact that this correlation coefficients were at a very low
level between 0.004 and -0.087 and in case of omitting them, Cronbachs Alpha reliability
would only go up to the level of 0.910, these items were decided to be used as well for the
purpose of preventing information loss. The total item statistics concerning the scale are as in
Table 2:
Table-2: Total Item Statistics

The average scale score
when item omitted
The scale variance
when item omitted
Item-whole
correlation
Cronbachs
Alpha when
item omitted
Answers, which were obtained from applying the scale in which the total score shows
behavior, knowledge and attitude of individual on the subject, were relayed to computer for
assessing them in the SPSS 11.0 software, and in this assessment, percentage (%), frequency
(f) and arithmetic average (

) were used.
Arithmetic average that states attitudes of teachers towards map usage is 64.05 out of 100 as
its details would be seen in Table 3.
Table-3: General attitude of teachers towards map usage
Attitudes of teachers towards map usage according to the Socio-economic level variable:
Findings attained by using the KruskalWallis test were found significant at the significance
level of p<0,05 as it will also be seen in Table 4.
Table-4: Comparison of map usage of groups
Findings obtained by using the Mann-Whitney U test in order to understand whether groups
have a difference among each other were found significant at the significance level of p<0,05
as it will also be seen in Table 5.
Table-5: Paired comparison of map usage of groups
Attitudes of teachers towards map usage according to the Academic Field variable:
Findings attained by using the t-test do not carry a significant difference at p<0,05
significance level as it will also be seen in Table 6.
Table-6: Map usage in schools according to branches in general
Table-7: Map usage of groups according to their genders
According to Table 8, it was seen that there was no significant difference in attitudes of
teachers toward map usage according to their genders at the significance level of p<0,05.
Table-8: Map usage situation of teachers according to their ages
Table-9: Comparison of map usage of groups according to their ages
As a result of comparison carried out according to socio-economic levels, as details will be
seen in Table 10 as well, according to the Mann-Whitney U test; a significant difference at the
significance level of p<0,05 was found in the lower and middle groups in teachers map usage
according to the age variable. The group, in which the age variable exhibited significant
difference in the lower socio-economic level as well with regard to p value, is again the group
with age below 30. Having said that, the test implemented for the higher socio-economic
group is in the direction that will show that these differences cannot be necessarily read as
the one, who is young, is different from the one, who is old. Because, as there was no
teacher below 30 years old in the higher socio-economic group, the test was implemented on
31-40 and 41-55 age groups and no significant difference was seen between these age groups.
And this makes us think that the principal fact causing the difference is not specific to the
situation of being young compared to the older one, but mostly specific to the situation of
being below 30 years old.


Table-10: Map usage situation of groups according to their ages
Attitudes of teachers towards map usage according to the Educational Background
variable: Findings obtained by using the KruskalWallis test were found significant at the
significance level of p<0,05 only among the graduates from a 4-year faculty and the graduates
from the Faculty of Education as it will be seen in Table 11 as well.
Table-11: Map usage of groups according to their educational background
Table-12: Comparative map usage situation in schools according to years of service
When schools, which are situated in the lower, middle and higher socio-economic levels,
compared, results occurred as in Table-13:
Table-13: Map usage situation of groups according to years of service
According to these data, the lower group, in which the ones with less than 5 years of service
are situated, is the group that generates distinction in terms of map usage. When the lower
group examined separately, results occurred as in Table-14:
Table-14: Map usage situation in the lower group according to years of service
Looking at Table-14, as a result of comparison conducted in the lower group, the ones with
less than 5 years of service and the ones with 11-15 years of service generate a significant
difference at the significance level of p<0,05.
Attitudes of teachers towards map usage according to the Attendance to In-Service
Training variable: The data towards teachers attendance to in-service training courses are
as in Table-15:
Table-15: Attendance of groups to in-service training courses
group course
lower
never attended
attended once
attended more than one
Total
middle
never attended
attended more than one
Total
higher
attended once
attended more than one
Total
Total
never attended
attended once
attended more than one
Total

The Kruskal-Wallis test applied showed that attendance to in-service training created a
significant difference at the significance level of p<0,05 as it will be seen in Table 16 as well.
Paired comparison was performed to detect the group that created the difference and a
significant difference was found among the ones, who never attended the courses, and the
ones, who attended more than once, and also, the ones, who attended once, and the ones, who
attended more than once.
Table-16: Comparative map usage situation according to the attendance of teachers to
in-service training courses
The lower socio-economic group was separately examined in line with the answers given,
according to findings obtained by using the Mann-Whitney U test, a significant difference at
the significance level of p<0,05 was found between the ones, who never attended in-service
training courses, and the ones, who attended more than once as it will be seen in Table 17 as
well.
Table-17: Map usage situation according to the attendance of teachers, who are situated
in the lower group, to in-service training courses
Attitudes of teachers towards map usage according to the School Equipments and
Facilities variable: Answers given by teachers about this variable are as in the table below in
general:
Table-18: Answers given by teachers regarding the adequacy condition of schools
When correlation among attitudes towards school facilities and map usage evaluated, a
medium-range significant relationship is reached as it will be seen in Table 19.
Table-19: Relationship between sufficiency level of schools and map usage
If we are to express all these findings, which weve displayed details on tables, collectively,
we can say that the study conducted has showed us the following:
1. 64.05% of 101 teachers, who work in the schools selected as sample, have positive
attitudes regarding map usage in lessons. This ratio is at a level that verifies the problem that
there are various problems and insufficiencies on map usage.
2. A significant difference was found among the schools, which provide service to students
within the lower socio-economic level, and the schools, which provide service to students
within the middle socio-economic level, in favor of the schools, which provide service to the
middle level. This situation can be speculated with institutional competition efforts,
equipment sufficiencies of the schools, which provide service to the middle level, and having
more veteran teaching staff assigned with high scores.
3. While gender difference between the academic field, from which teachers graduated, and
teachers has no effect on attitudes towards using maps, it is seen that young teachers below 30
years old have more positive attitudes regarding map usage. This situation indicates that map
usage is related to educational philosophy, education programs, educational approaches and
textbooks, on which educational backgrounds are based, as in other numerous media
instruments. New graduates and young teachers received a teaching education towards
employing further and more various course equipments and started duty in an educational
system that will allow them reflecting the education they received. Consequently, it is
possible to speculate this finding with occupational habits of older generation, who received
teaching education according to behaviorist traditions and teacher-centered approaches.
4. While the type of Higher Education, from which teachers graduated, has no effect on the
result in the schools, which provide service to students in the middle and higher socio-
economic levels; it is understood that teachers, who graduated from the Faculty of Education,
have developed more positive attitudes regarding map usage compared to the ones, who
graduated from other Higher Education institutions, in the schools, which provide service to
students in the lower socio-economic level. This finding appears to be consistent with
institutional competition efforts and equipment sufficiencies of the schools touched upon in
the second article. Because, while the schools, which provide service to students in the middle
and higher socio-economic level, gather teachers under an institutional discipline by
standardizing them without their sources of graduation having importance within the
framework of their institutional vision and operations; academic achievement in the schools,
which provide service to students in the lower socio-economic level, is mostly associated with
individual endeavor and expectations of teachers.
5. Teachers years of service carry a significant distinction only in the schools, which provide
service to students in the lower socio-economic level, and only for teachers with less than 5
years of service. This situation, which shows inconsistency with positive attitudes of young
teachers towards map usage, has still a speculatable character due to the fact that the problem
is only peculiar to the schools, which provide service to students in the lower socio-economic
level. Because, many problems in these schools such as equipment deficiencies,
administrative and extracurricular workloads of teachers being very heavy beside educational
activities, abundance of the number of students, for which the individual difference approach
is required to be shown, can negatively affect these teachers in their first year in service.
6. The attendance of teachers to in-service training positively affects their attitudes towards
map usage in parallel with the number of trainings, in which they participated. And this
displays that map usage in educational backgrounds cannot be thought independently of the
basic teaching knowledge and skills such as planning and evaluation, method and technique,
and educational services.
7. 83.8% of teachers state that the school, in which they work, is adequate in terms of map
equipment. Even though this situation shows that the lack of maps can be a justification for
teachers, who have negative attitudes regarding map usage, it makes us think that it does not
have a preferred variable characteristic related to the problem as proportional level.
Frequency and Percentage of Scale Items
Grading score is in the form of 0= I certainly do not agree, 1= I do not agree, 2= I partially
agree, 3= I agree and 4= I certainly agree.
Q
u
e
s
t
i
o
n

DIMENSIONS (Behaviors)
Opinions


1
I received adequate education towards map usage in the faculty from which I
graduated.

2
As educational equipments, maps in our school are suitable for level of
students.

3
Maps in our school are suitable for the general and particular objectives of
lesson.

4
Maps offered to educational service become quite useful in motivating students
and drawing their attention.

5
I find in-service training, course or seminars quite beneficial regarding using
maps and similar materials.

6
Maps, which are designed and produced by Lesson Instruments Manufacturing
Center, are sufficient.

7
Maps, which are used in our educational institutions, are up-to-date in terms of
cartography science, geography and history sciences.

8 I can easily provide maps appropriate to course content.
9
Physical structure of classrooms is suitable for using bulky materials like maps
and so on.

10 There is sufficient number of maps in school where I am employed.
11
There are appropriate types of geography and history maps in school where I
am employed.

12
I am able to utilize new technologies of education, especially computer and
internet, sufficiently.

13
Details, which are present in maps, overlap with the course content and
objectives.

14 Majority of students has a history atlas.
15 Majority of students has a geography atlas.
16
I sufficiently allow place to learning-teaching activities based on map usage in
my courses.

17 My students know to utilize map legends.
18
I have adequate knowledge and skill on reading, using, interpreting maps, on
symbols, determining location, direction, scale use, defining land forms.

19
Maps offered to educational services are the maps designed and manufactured
by taking the course requirements into account.

20 Map usage urges to research by increasing the sense of wonder.
21 The available instructional programs support map usage sufficiently.
22 There are enough activities that entail using map in the available textbooks.
23
Maps situated in textbooks are suitable for the unit and topic objectives and
student levels.

24
There is a division in our school where maps and similar equipments are stored
and preserved.

25 When I use map, my students further enjoy the lesson.
26
There is a classroom or technology class designed in accordance with Social
Studies and History courses in our school.

27 When I dont find an appropriate map, I design and make one myself
28 I definitely use map in all lessons.
29 I regard maps as important as textbooks.
30 I find materials, which are used in map usage, quality and practical.
31
I do not use any map in lessons because of the fact that map usage requires
more time and effort than it is considered.

32
I do not use maps in lessons because, I dont believe that map usage provides
instructional benefit in crowded classrooms.

33 I occasionally resort to maps when it is much required.
34
I dont use any map in class because of the fact that using map and similar
materials in class creates problems in classroom management.


This research was conducted with a community that incorporates 101 teachers, whose
majority consists of classroom teachers, who are female and above 30 years old. Teachers
mostly being graduates of the Faculty of Education, veteran in terms of years of service and
having the characteristic of adequately benefiting from in-service training render them an
ideal sample with regard to objectives that this research is based on. Results attained by
evaluating the research findings are as follows in general:
1. Majority of teachers have positive attitudes towards map usage (

64.05). For instance,

95.05% stated that using map is useful in terms of attracting attention and motivating
(Question 4); 97.03% stated that they give enough place to map usage-based learning-
teaching activities (Question 16); 99.1% stated that using maps steer to research by increasing
the sense of wonder (Question 20); 98.1% stated that their students enjoy courses more when
they use maps (Question 25); and again 98.1% stated that they regard maps as important as
textbooks (Question 29).
2. Answers that can be shown among negative attitudes are as follows: 49.5% of teachers do
not effort to design or make a map when they do not find an appropriate map (Question 27);
36.6% do not use it in all of their courses (Question 28); 10.8% prefer not to use ever with the
thought that it entails spending a lot of time and efforts (Question 31); 7.8% prefer not to use
with the thought that it is not useful in crowded classes (Question 32); 27.7% use it only when
it is too necessary (Question 33) and 8.8% do not use as well with the thought that map usage
causes problem in classroom management (Question 34).
3. Branches or genders of teachers are not present among the factors that create attitude
differences towards map usage. Again, also, the age variable is only a relevant factor for
teachers under 30 years old, who work in the schools, which provide service to students in the
lower socio-economic level. On the other hand, it is understood that the actual determinant
factor in the formation of attitude differences is economic conditions in the region where the
schools are located. The research conducted by S and A (2006) in this subject and that put
forwards the relationship between school level and teacher competence, and another similar
research carried out by B et al. (2005) support this detection. Teacher competence and
equipment sufficiency strike attention among other factors that follow socio-economic
conditions of the schools, which it is considered that these factors are also associated with
socio-economic conditions of the schools to a great extent.
4. Looking at in terms of teacher competence, 91.09% of teachers finding in-service training
related to the subject useful (Question 5); 87.12% being able to sufficiently utilize educational
technologies, especially computer and internet (Question 12) and 98.02% thinking that they
have adequate knowledge and skill regarding reading, using, interpreting maps and on
symbols, determining direction, location, scale use, identifying landforms (Question 18) are
all positive findings. But, 47.4% thinking that they have not received adequate education
towards map usage in the faculty (Question 1) is worrisome in terms of competency. This
finding is one of the indicators of significant difference among the Faculty of Education
graduates and graduates from other faculties that occurs in favor of the Faculty of Education
graduates.
5. In regard to equipment sufficiency of the schools, teachers, who regard the schools in
which they work insufficient in terms of equipment, being the teachers in the schools in the
lower socio-economic region shows consistency with other results of this research. It was
detected in a research conducted by Ertugrul that teachers being able to access maps and other
instructional instruments rapidly and easily increase their usability. Having said that, 54.5%
of teachers stated that there is no classroom or technology class designed compatible with
Social Studies and History courses in their schools (Question 26); 32.7% stated that they
cannot easily provide maps compatible with course content (Question 8); 28.7% stated that
physical structures of classrooms are not suitable for using maps and similar bulky materials
(Question 9); 25.73% stated that there arent adequate number of maps in their schools
(Question 10); 24.72% stated that there arent suitable types of geography and history maps in
their schools (Question 11); 26.8% stated that there isnt any history atlas in most of the
students (Question 14) and 11.87% stated that there isnt any geography atlas in most of the
students (Question 15).
6. This research shows that negative opinions regarding school equipment are not valid for the
quality of maps. 86.14% of teachers stated that maps in school are appropriate to the level of
students (Question 2); 85.14% stated that maps in school are appropriate to the general and
particular objectives of lesson (Question 3); 86.01% stated that maps designed and produced
by Lesson Instruments Manufacturing Center are sufficient (Question 6); 85.12% stated that
details, which are present on maps, overlap with the course content and objectives (Question
13) and 91.09% stated that maps offered to educational services are the maps designed and
manufactured by taking the course requirements into account. On the other hand, as a
negative opinion, 28.72% of teachers state that maps are not up-to-date in terms of
cartography science, geography science and history science (Question 7) and 27.7% state that
materials, which are used in map usage, are not of good quality and practical (Question 30).
7. This research demonstrates that the available instructional programs and textbooks do not
constitute an evident factor in developing negative attitudes towards map usage. 85.11% of
teachers express that the available instructional programs do not support map usage
sufficiently (Question 21) and 82.3% also express that maps situated in textbooks are suitable
for the unit and topic objectives and student levels (Question 23). Opinion that can be
partially considered negative in this subject is the opinion, which represents 24.73% of
teachers, that there are not enough activities that entail using map in textbooks (Question 22).
Based on all these outcomes, the following recommendations can be underlined for
researchers and parties interested in the subject:
It is a striking result that there is no significant difference among classroom teachers
and Social Studies teachers. For this reason, undergraduate programs that train
teachers in these branches should be examined separately in terms of their sufficiency
regarding the subject.
More than half of teachers (54.5%) stating that classroom designs are not suitable for
map use and also, one in every three teachers (32.7%) stating that they struggle in
providing maps compatible with the course content demonstrate that researches, in
which classroom designs and map inventories in schools are put under the microscope,
will be useful.
One in about every three teachers stating that the available maps are inadequate in
terms of up-to-dateness and also are of bad quality in terms of material is a finding
that private and public establishments, which prepare and produce maps for
educational purposes, should dwell upon.