Examination of high school students' attitudes towards geographycourse: The case of Şanlıurfa city

This study examines the attitudes of vocational high school, science high school, and Anatolian high school students in Şanlıurfa toward geography lessons, aiming to compare their perceptions and motivations regarding the subject. Geography is an important subject for understanding the environment, developing spatial thinking, and fostering global awareness. However, students' interest in this subject may vary depending on the type of school they attend. The research is also significant in revealing the impact of local dynamics on these attitudes. A quantitative method was employed in the study, and a geography attitude scale was applied to students selected from different school types. The data obtained were analyzed in terms of students' interest, motivation, and perceptions of geography lessons. The findings indicate that science high school students showed a higher interest in geography lessons, while Anatolian high school students displayed a moderate attitude, and vocational high school students exhibited lower interest. These differences are associated with the academic importance of the subject, career goals, and teaching methods. The positive attitude of science high school students toward geography lessons is thought to be influenced by an academically focused approach. While Anatolian high school students maintained a balanced attitude due to varying subject densities and curricula, the lower interest of vocational high school students can be attributed to the lack of direct alignment between the subject and their vocational goals. Teachers are encouraged to develop teaching strategies tailored to the needs of each school type to increase interest in geography lessons. Specifically, integrating geography lessons into daily life and enhancing hands-on activities in vocational high schools are recommended. This approach can help positively change students' attitudes toward the subject.