Assessment of geography 10th grade geography curriculum teaching program based on teachers views

The aim of this study is the evaluation of the new 10th grade geography curriculum in effect since 2005 according to the the views of geography teachers. This is a descriptive study. Therefore, a data collection tool which includes 87 questions was developed in order to evaluate the geography curriculum according to the teachers and by applying the expert views. The data collection tool was applied after realibility and validity measurements. In this study, the pilot study data was applied to a geography teachers group which consists of 113 teachers for the measurments of its realibility and validity. According to the Cronbach Alpha measure conducted for five different dimensions, the average of the dimensions is 79. This shows us that the reability of the questionairre items is high. The data collection developed are applied to the teachers in the way of applying e-questionairre to the teachers via the internet messages groups which work in the way of e-mail and only geography teachers can become member (in April, 2010). The reponses taken from 507 geography teachers from 47 cities are evaluated.In the analysing of the sub problems of the research, the values of frequency, percentage and mean have been used; t-test and one?way analysis of variance(one way anova) have been done. It is searched whether the options of the teachers who participate in the research about the 10th grade geography curriculum differs according to the gender, school type, educational background, seniority, classroom size and weekly course hours.In the research conducted, the teachers?views for the 10th grade geography curriculum have been realized on the level of ?strongly agree? in terms of general aims, acquisition, teaching process, assessment-evaluation and content. The views of the geography teachers for the 10th grade geography curriculum differs according to some of the variables such as the gender, school type, educational background, seniority, classroom size and weekly course hours; in some situations, the fact that the views don?t differ is seen. More effective and more in-service training activities, especially for the geopraphy curriculum, should be arranged. It is seen that some of the geography teachers? views are more positive as they are used to the curriculum and understand it. It can be uttered that the geography teachers have difficulty in transition to the new geography curriculum with the accustomed traditional teaching techniques.When it is analysed whether the views of the teachers for the 10th grade curriculum, the views for aim and acqusition, assessment-evaluation and content has showed a meaningful difference. The views for method has showed a meaningful difference.When it is analysed whether the teachers? views differs according to the variable of school type, the views for the aim and content has showed a meaningful difference. The views for the acqusition and the assessment-evaluation has showed a meaningful difference.When it is analysed whether teachers? views differs according to the variable of educational backgroud; the views for aim, acqusition, assessment-evaluation has showed a meaningful difference. The views for the method and content has showed a meaninful difference.When it is analysed whether the views differs according to the variable of seniority; the views for aim, method, assessment, content has showed a meaningful difference. The views for the dimension of acqusition has showed a meaningful difference.When it is analysed whether the views for the 10th grade curriculum differs according to the variable of classroom size; the views for the aim, acquisition, method, assessment-evaluation , content has showed a meaningful difference.When it is analysed whether the views for the 10th grade curriculum differs according to he variable of weekly course hours; the views for aim, acqusition, assessment-evaluation, content has showed a meaningful difference. The views for the method has showed a meaningful difference.