Determining the spatial literacy levels of social studies teacher candidates (MAKÜsample)

Spatial literacy is the ability of individuals to be aware of the characteristics of the space they are in, to perceive and make sense of the space better, to use the information they have obtained effectively, and to convey this information to others properly when necessary. This study was carried out with 91 social studies teacher candidates studying at Burdur Mehmet Akif Ersoy University, Faculty of Education, Department of Turkish Language and Social Studies Education, Department of Social Studies Education in the 2020-2021 academic year in order to determine the spatial literacy levels of social studies teacher candidates. The qualitative research method was used within the scope of the study. The data of the study were collected by using an online semi-structured interview form since the data collection process coincided with the Covid-19 pandemic process and universities shifted to distance education in this process. Totally 19 open-ended questions prepared by taking expert opinion were inquired to teacher candidates. The data were analyzed by the content analysis method. According to the results obtained from the study, social studies teacher candidates' level of answering spatial concepts correctly increases according to their grade levels. Teacher candidates consider traveling-observation and having knowledge of geography as a condition for acquiring spatial literacy skills. Teacher candidates have stated that the methods that can be used to develop spatial literacy skills are reading-research, travel, and observation. Teacher candidates have defined spatial literacy skills as the ability to understand, interpret and to analyze space. The teacher candidates stated that the spatial literacy skill can be used when it is needed in our daily life, when traveling or, to find an address. The characteristics of the individual with spatial literacy skills were expressed by the teacher candidates as a person who likes to travel and observe, who has good knowledge of geography and good spatial level as well. The majority of teacher candidates perceive themselves as an individual with spatial literacy skills. The main ability (materials and equipment) that can be used in perceiving and interpreting the space is the map according to the teacher candidates. The majority of teacher candidates think that maps, atlas, smart phone applications, Google Earth and GIS are effective in spatial literacy skill-building. Teacher candidates use spatial tools such as maps, smartphone applications, compass, etc. in their daily trips and travels. While teacher candidates define spatial thinking skills as perceiving space and thinking based on space, they define critical spatial thinking skills as analyzing space critically and in detail. Teacher candidates stated that spatial thinking skills and critical spatial thinking skills are important in predisposing spatial literacy skills. The large majority of teacher candidates think that the education they receive during their studies at university for undergraduate level is effective in predisposing spatial literacy skills. There are significant differences among teacher candidates regarding the use of spatial tools and proficiency in this subject during their undergraduate education. Teacher candidates consider the social studies courses important and necessary regarding raising individuals with spatial literacy skills, in terms of reasons such as the relationship between social studies and geography, having an interdisciplinary approach and forming a learning basis. The teacher candidates stated that the spatial literacy skill could be used in teaching the subjects like landforms and map knowledge in the social studies course, and they associated the spatial literacy skill with the people, places and environments, culture, and heritage, individual and society in the social studies curriculum. Teacher candidates stated that the place of spatial literacy skill in social studies course as "Those courses are necessary to achieve the goals of social studies course." Teacher candidates expressed school trips and out-of-school learning environments as practices and methods that can be used in order to raise individuals with spatial literacy skills in the social studies course.