The effect of map literacy activities on students' problemsolving skills in social studies course

In this study, the effect of map literacy activities on problem solving skills was examined in the Social Studies course curriculum since 2005. The research was patterned according to the simultaneous triangulation design, which is one of the mixed method designs. From the point of view of revealing the effects of independent variables (Map literacy skills) on dependent variables (Problem solving skills), the research is a semi-experimental model. In this study, a semi-experimental design with a pre-test post-test control group was used. Data collection process was carried out in a public school located in the city center of Eskişehir in 2021-2022 academic year. The quantitative data collection tools of the research were the map literacy achievement test and the perception of problem-solving ability scale. The research was conducted with the 7. the class students of Social Studies lesson. Qualitative data of the research was collected with semi-structured individual interview forms, observation forms, student diaries, researcher diary and focus group interview forms. T-test and ANOVA were used in the analysis of statistical data of the research, and inductive analysis technique was used in the analysis of qualitative data. The findings of the research have shown that map literacy activities are effective in contributing to students' problem-solving skills. However, it has been found that map literacy activities contribute to the development of skills such as risk-taking, decision-making skills, critical thinking, crisis management, leadership, self-confidence brought by students' problem-solving skills as well as problem-solving skills. As a result of the research, it is recommended to use map literacy activities in social studies courses to improve students' problem-solving skills. Keywords: Map literacy activities, Problem solving skill, Geographical skills, Social Studies curriculum, Social Studies course.