Teachers? perception of practicality of situated learning in geography lessons

This research is applied to determine that views of geography teachers about practibility of situated learning in classroom environment. There have been many researches about situated learning one of the active learning models. According to situated learning students?s pre-knowledge which they gain from their lives and experiences effects the learning process. İt is mentioned that to make learning process effective and permanent new knowledge must be given to the students. It is a scientific research. The focus group discussion is used among qualitative research methods. The teachers working at Ted collage Gazi collage and Anatolians schools related to The Ministry of Education are participated in focus group discussion in Ankara in 2012-2013 education years. Discussions are situated in geography teaching department's meeting room at Gazi University education faculty. Qualitative data collection and analysis technics are applied. By asking open ended questions tape recording and note taking are used to sort out data gathered from discussions. At the end of the research view of participating geography teachers? identified about application situated learning in lessons. İt is determined that technics and events related to situated learning are often carried out in their lessons but only some of them do not apply.