Abstract

In parallel to the developments in the approach to education, the secondary education geography curriculum in Turkey was renewed in 2005. This new programme encourages the use of active learning methods and techniques in the classroom by adopting the idea that students should construct and interpret knowledge by actively participating in the process of learning. This study aimed to assess geography teachers’ current knowledge, usage and evaluation of the most common active learning methods and techniques in Turkey. Data were gathered through a survey conducted at a vocational seminar organized by Ministry of National Education, with the participation of 90 geography teachers working in secondary schools throughout Turkey. Statistical analysis of the answers revealed that geography teachers’ average knowledge of active learning methods and techniques was at the level of “heard of, but could not explain”. The average usage rate of the techniques was 30%, and teachers’ average evaluation grade was at the “moderate” level.

Key words: Active learning, constructivist approach, geography education, secondary schools