Improving map literacy skills of secondary school students/an action research study

This study aims to explore how instructional activities planned and implemented within the Social Studies course influence middle school students' map literacy skills, focusing on students' experiences, perceptions, and learning processes. The research was conducted using an action research design within the qualitative research approach. The study group consisted of 12 middle school students (7 female, 5 male) enrolled in a public school located in the Saray district of Van Province, Türkiye. The research process was carried out in three stages: pre-test, implementation, and post-test. During the implementation phase, various instructional methods and techniques were employed, including presentations, group work, the jigsaw technique, applied sketch map (croquis) activities, three-dimensional material design, and student journals. Through these activities, students were guided to acquire fundamental map literacy skills such as basic map concepts, types of maps, the meaning of colors, legend use, and sketch map drawing. The instructional activities enabled students to concretize abstract geographical concepts such as meridians, parallels, the Equator, cardinal directions (north–south and east–west), and coordinate systems. In particular, coordinate games and balloon-based activities allowed students to reinforce their knowledge through hands-on practice. By adopting cooperative learning and learning-by-doing approaches, students benefited both from their own inquiries and from peer interactions, which facilitated deeper conceptual understanding. Analysis of student journals and systematic classroom observations revealed that students demonstrated high levels of curiosity, motivation, and engagement throughout the activities. Furthermore, positive developments were observed in students' sense of responsibility and self-confidence during the learning process. Comparisons between pre-test and post-test results indicated significant improvement in students' abilities to recognize different types of maps, use map elements effectively, understand the meaning of colors, and draw sketch maps. In addition, the applied activities enhanced students' spatial awareness, contributed to the concretization of learning, and enabled them to relate acquired knowledge to everyday life. In conclusion, the instructional activities designed and implemented within the Social Studies course proved to be an effective, participatory, and engaging approach to fostering map literacy skills among middle school students.