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The aim of this research is to determine the impact of activity-based teaching on students' map literacy academic achievements in teaching secondary school seventh grade map skills subjects. The research was carried out in a semi-experimental design model with a pretest-posttest control group. The academic achievement test, consisting of a total of 12 items at three different difficulty levels, was used as a data collection tool in the study. The developed measurement tools were applied to 61 people from seventh grade students studying in thirteen different secondary schools located in Talgar district in Almaty region of Kazakhstan. Directional variance analysis (repeated measures) technique was used for repeated measurements on a single factor to solve the sub-problems of the study. According to the results of the research, easy, medium difficulty, difficult questions and total test scores of the experimental group students who applied the activity-based learning model and the control group students who applied the program-based learning were found to be similar according to the group variable. In contrast, easy, medium difficulty, difficult questions and total test scores related to map skill subjects of experimental group students and control group students were found to be significant in favor of experimental group according to the measurement variable and the common effect of group*measurement factors. In other words, activity-based map skills teaching applied to the experimental group is more effective in increasing the academic success of secondary school seventh graders in map skills than Program-based teaching applied to the control group. Accordingly, it is recommended that secondary school students acquire map skills while enriching these skills with activities.

This study aims to determine the level of map literacy of social studies prospective teachers. The research was carried out using the correlational survey model. "Developing Valid and Reliable Map Literacy Scale" were utilized as the data collection tool. The research was conducted on 221 social studies undergraduate students in the 2016-2017 academic year. Multiple linear regression analysis technique was applied for the sub-problems of the research. The findings of the research regarding the correlations between the predictive variables and the dependent variable showed a positive and moderate correlation between the students’ levels of map literacy and variables such as competence in the frequency of using map, the frequency of activity by maps, and the level of interest in geography. On the other hand, a positive and weak correlation was explored between the students’ levels of map literacy and variables such as the frequency of activity with maps. The results of the partial correlations between the predictive variables and the dependent variable indicated that the students’ levels of map literacy had a positive and weak relationship with the frequency of using map and the frequency of activity with maps variables. On the other hand, that students’ levels of map literacy were determined to have a positive and moderate relationship with the level of interest in geography variable. In addition, students’ levels of map literacy were found out to have a moderate and significant relationship with the frequency of using map, the frequency of activity with maps, and the level of interest in geography variables. The results of the research explored that the map activities were a moderate predictor of map literacy. For this reason, it is suggested that emphasis should be given to the courses and practices that will develop the students’ map skills in the social studies undergraduate curriculum.

The purpose of this study was to determine the level of map literacy of pre-service geography teachers. The research was carried out using the relational survey model . The data collection tool used in the research was the map literacy scale. The research was conducted on 391 undergraduate geography students in 2016-2017 academic year. Multiple linear regression analysis technique was applied in solving the sub problems of the research. According to the findings of the research; when the correlations between the predictive variables and the dependent variable were examined, a positive and moderate correlation was seen between the level of map literacy of geography pre-service teachers and variables such as competence in the frequency of using map, the frequency of activity by maps, and the level of interest in geography. When the partial correlations between the predictive variables and the dependent variable were examined, it was determined that the undergraduate geography students had a positive and weak relationship between map literacy levels and the frequency of using map and the frequency of activity by maps variables. On the other hand, it was determined that undergraduate geography students had a positive and moderate relationship between map literacy levels and the level of interest in geography variable. In addition, under graduate geography students had a moderate and meaningful relationship with their map literacy level together with the frequency of using map, the frequency of activity by maps, and the level of interest in geography variables. According to the results of the research, it is seen that the activities that geography undergraduate students perform with the maps are a moderate predictor of map literacy. For this reason, it is suggested that emphasis should be given to the courses and practices that will develop the map skills in the geography undergraduate programs.

This study deals with the evaluation of the Weather Research and Forecast (WRF) model’s parameterization schemes when used for global horizontal irradiation (GHI) forecasts, to assess the feasibility of solar energy utilization. The study area is the southeastern Anatolia (SEA) region of Turkey, with favorable weather conditions for solar energy generation. The results indicate that the values in the hourly output of GHI in the model were overestimated for all configurations at all stations compared to observations. The relative mean bias error values at five stations for all configurations vary between 10-21% for clear-sky and 17-30% for partly-cloudy conditions. Similarly, the relative RMSE values at the five stations vary between 20-39% for clear sky and 41-70% for partly-cloudy conditions. However, there are noticeable differences among the various configurations of the WRF parameterizations.

This survey was carried out by way of screening model in order to reveal tourism perceptions of foreign students studying in Turkey and their views about natural and cultural tourism values of Turkey. 142 foreign students studying at Gazi University Turkish Learning Center (TOMER) in 2009-2010 academic year were selected as study group for the survey. In the study, a questionnaire including 22 questions which was developed by the researcher in order to determine perceptions of foreign students as to tourism and natural and cultural tourism values of Turkey was utilized as a data collection tool. With the aim of analyzing subproblems of the survey, frequency (f), percentage (%), arithmetic mean ( X ) were used, and also chi-square test, t-test and one-way variance analysis (One-Way Anova) were performed When breakdown of students who attended the survey is analyzed with regard to countries, Iraq is placed on the top with 55 students. Tanzania (20), Moldavia (14), Kirghizstan (10), Malawi (8), Kenya (7) and other countries (28) follows Iraq. Foreign students indicated that they visited Blue Mosque (59,2%), Hagia Sophia Museum (48,6%), Topkapi Palace (39,4%), Dolmabahce Palace (21,1%), and Mevlana Museum (12%) from among the aforementioned tourism values As a result of the analyses, perception scores of foreign students did not show significant difference in terms of gender variance, variance of family income state and high school which was attended., Bu araştırma Türkiye’de öğrenim gören yabancı uyruklu öğrencilerin turizm algılarını ve Türkiye’nin doğal ve kültürel turizm değerlerine ilişkin görüşlerini ortaya koymak amacıyla tarama modeliyle yapılmıştır. Araştırma için Gazi Üniversitesi Türkçe Öğretim Merkezi’nde (TÖMER) 2009 - 2010 eğitim öğretim yılında öğrenim gören 142 yabancı öğrenci çalışma grubu olarak seçilmiştir. Araştırmada veri toplama aracı olarak yabancı uyruklu öğrencilerin turizm ve Türkiye’nin doğal ve kültürel turizm değerlerine ilişkin algılarını belirlemek amacıyla araştırmacı tarafından geliştirilen 22 soruluk bir anket uygulanmıştır. Verilerin analizinde SPSS paket programı kullanılmıştır. Araştırmanın alt problemlerinin çözümlenmesinde frekans (f), yüzde (%), aritmetik ortalama ( X ) kullanılmış ayrıca Ki-Kare testi, t-testi ve tek yönlü varyans analizi (One-Way Anova) uygulanmıştır. Araştırmaya katılan öğrencilerin ülkelere göre dağılımı incelendiğinde; 55 kişi ile Irak ilk sırada gelir. Irak’ı Tanzanya (20), Moldova (14), Kırgızistan (10), Malavi (8), Kenya (7) ve diğer ülkeler (28) izlemektedir. Yabancı uyruklu öğrenciler yukarıda belirtilen turizm değerlerinden Sultan Ahmet Cami (%59,2), Ayasofya Müzesi (%48,6), Topkapı Sarayı (%39,4), Dolmabahçe Sarayı (%21,1) ve Mevlana Müzesi’ni (%12) ziyaret ettiklerini belirtmişlerdir. Yapılan Analizler sonucu yabancı uyruklu öğrencilerin algı puanları cinsiyet, aile gelir durumu ve mezun olunan lise türü değişkenine göre anlamlı bir fark göstermemiştir.