Determination of human geography concepts aim at targeted at the middle school level and teaching level of concepts: Example of Kırşehir

Geographical information provides information about the social and physical characteristics of the inhabited region. Therefore, it is through geographical information than an individual can make inferences about the similarities and differences between the region in which he lives and the other regions. Geographic information has been included in educational programs and it is through the gains of social studies course that individuals at secondary school level achieve geographic information (social and physical Geographical information). In this research, the human aspect of geographic information (Human Geography) was questioned. Because human geography is one of the main disciplines of geography. However, studies on human geography education have remained to a limited extent so far. Considering this situation, it is hoped that this thesis study will contribute to the field of human geography. Based on this idea, the subject of the thesis has been shaped around the question "what are the concepts of human geography that are intended to be acquired at secondary school level?". For this purpose, the social studies course curriculum for 2015 and 2018 has been examined in order to determine the human geography concepts that are intended to be acquired at secondary school level. In addition, for the purpose of confirming concepts, the related textbooks prepared in accordance with these programs are also examined in this study. While the level of learning of the determined concepts was evaluated in this thesis, the analysis of the determined achievements was also carried out within itself. In the research, "Mixed Research Model" was applied. Within the framework of this model, document analysis was performed. In addition, screening model, one of the quantitative research methods, was used. In this context, a success test was prepared and applied by the researcher. In the achievement test, 185 participants with socio-economic levels (SED) in different (low, medium and high) categories were identified. The test was applied to these 185 participants in different schools. The social studies course curriculum for the years 2015 and 2018 were examined separately. Human geography gains in these programs have been classified and analyzed in detail. According to the results of the research, In both programs (in 2015 and in 2018), it was seen that the human geography gains were included in the 5th, 6th and 7th grade levels. Achievements related to some courses were determined to be included in only one program. Regional Geography gains are only included in the 2015 curriculum. The gains related to Population Geography are seen only in the 2018 curriculum. The acquisitions common to both curricula are economic geography, cultural geography, political geography, settlement geography and historical geography. In the social studies textbooks and programs examined, it appears that 55 basic human geography concepts such as region, migration, import and culture are included. When the level of learning of the identified concepts was taken into consideration in general, it was determined that the participants with medium socio-economic level, (SED) at schools had a higher level of achievement in human geography subjects. In addition, it was found that there was a remarkable difference in the level of achievement between schools according to the category of population geography, while there was no difference in the category of political geography and settlement geography. It was also noted that all participants failed only in matters related to the settlement geography.