Research Article
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What Geographical Skills do the International Geography Olympiad Aim to Measure? A Content Analysis of iGeo Questions

Year 2023, Volume: 10 (Special Issue), 173 - 198, 29.10.2023
https://doi.org/10.59409/ojer.1213392

Abstract

The aim of this research is to analyse the geography Olympiad questions organized between 1996-2022 according to main topics and geographical skills. The general qualitative research approach was used in the data collection phase of the research. The geography Olympiad questions organized between the years 1996-2022, which constitute the data sources, were decoded with descriptive analysis technique. In this research, the questions belonging to the 18 years that constitute the data sources were examined and analysed. While analysing the data sources of the research, attention has been paid to main topics and geographical skills are the determining element. It is found that iGeo questions aim to develop Spatial Analysis and Interpretation, Map Skills, Geographic Information Systems (GIS), Data Interpretation and Analysis, Fieldwork and Observation, Critical Thinking and Problem-Solving, Cultural and Human Geography Skills, Environmental Analysis and Sustainability. It can be suggested that content of geography curriculums and courses are designed to aim these geographical skills to educate students for their future jobs.

References

  • Artvinli, E. (2010). Teaching styles of Geography teachers . Elektronik Sosyal Bilimler Dergisi, 9(33), 387-408. https://dergipark.org.tr/tr/pub/esosder/issue/ 6147/82543
  • Artvinli, E. (2012). Integrate geographic skills with active learning in geography: a case of Turkey, Journal of Research and Didactics in Geography (J-READING), 0, 1, 43-50, DOI: 10.4458/1005-06. Italy. http://j-reading.org/index.php/geography /article/viewFile/6/6.
  • Artvinli, E. (2020). Coğrafi sorgulama becerisi. In Ç.Ö. Demirbaş (Ed.), Coğrafi beceriler (1st ed.). Ankara: Nobel Yayın Dağıtım.
  • Artvinli, E., Dönmez, L. (2022). Coğrafya Eğitiminde Ölçme Değerlendirme ve Yeni Nesil Soru Tipleri, Pegem Akademi.
  • Artvinli, E., Kaya, N. (2010). Implementation level of geographic skills in 11. year geography textbook. Turkish Journal of Social Research, 14(1), 305-320. https://app.trdizin.gov.tr/publication/paper/detail/TVRBNE5UY3dNQT09.
  • Barwiński, M., Sawicki, T., Uroda, J. (2014). Poles in the international geography Olympiad (iGeo), Geographia Polonica, 87, 2, 309-316 , https://rcin.org.pl/Content/46922/PDF/WA51_63374_r2014-t87-no2_G-Polonica-Barwinski.pdf
  • Chalmers, L., Berg, K. (2014). Changes, challenges, and responsibilities in geographical education: the international geography olympiad, Geographia Polonica, Volume 87, Issue 2, pp. 267-276, http://dx.doi.org/10.7163/GPol.2014.17
  • Chang, C. H., Seow, T (2018). The Importance of Assessing How Geography Is Learnt Beyond the Classroom, in Learning Geography Beyond the Traditional Classroom Examples from Peninsular Southeast Asia. (49-62). Springer Nature Singapore. https://doi.org/10.1007/978-981-10-8705-9
  • Chang, C. H., Wu, B. S., Seow, T., Irvine, K. (Eds.). (2018). Learning Geography Beyond the Traditional Classroom Examples from Peninsular Southeast Asia, Springer Nature Singapore. https://doi.org/10.1007/978-981-10-8705-9
  • Chang, K. T., Huang, C. C., Tsaur, S., H. (2019). Tourist geographic literacy and its consequences, Tourism Management Perspectives, 29, 131–140, https://doi.org/10.1016/j.tmp.2018.11.005
  • Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Dóra, B., Gábor, P., András, T. (2018). Some contributions to the methodological approaches of geography education based on the experiences from the international Geography Olympiad, Földrajzi Közlemények, 142, 3. 235–246. https://epa.oszk.hu/03000/03022/00017/pdf/EPA03022_foldrajzi_kozlemenyek_2018_3_235-246.pdf
  • Edelson, D. C., Shavelson, R. J., & Wertheim, J. A. (Eds.). (2013). A road map for 21st century geography education: Assessment: Recommendations and guidelines for assessment in geography education. Washington DC: National Geographic Society.
  • Eraslan, A. (2009). Finlandiya'nın PISA'daki Başarısının Nedenleri: Türkiye için Alınacak Dersler. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3 (2), 238-248. https://dergipark.org.tr/tr/pub/balikesirnef/issue/3369/46514
  • Izumi, T. (2015, 13 April). The Direction to New Geography Education for the Future through International Geography Olympiad, Proceedings of the General Meeting of the Association of Japanese Geographers, https://doi.org/10.14866/ajg.2015s.0_100344
  • Izumi, T., Iwamoto, H. (2017. The Association of Japanese Geographers’ Social Action Program and Geography Education, in Geography Education in Japan (eds. Yoshiyasu Ida, Minori Yuda, Takashi Shimura, Shunsuke Ike, Koji Ohnishi, Hideki Oshima). Springer, Japan. 143-153. https://doi.org/10.1007/978-4-431-54953-6
  • Kidman, G., Chang, C., H. (2022) Assessment and evaluation in geographical and environmental education, International Research in Geographical and Environmental Education, 31, 3, 169-171, https://doi.org /10.1080/10382046.2022.2105499
  • Lane, R., Bourke, G. (2017). Assessment in geography education: a systematic review, International Research in Geographical and Environmental Education, 28, 1, 22-36, https://doi.org/10.1080/10382046.2017.1385348
  • Liiber, Ü., Roosaare, J. (2007). Geography Olympiads in Estonia, International Research in Geographical and Environmental Education, 16, 3, 293-298, DOI:10.2167/irgee211D.0
  • Meadows, M. E. (2020). Geography Education for Sustainable Development, Geography and Sustainability, 1, 88–92, https://doi.org/10.1016/j.geosus.2020.02.001
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, Ca: Sage.
  • Min, W., Dongying, W. (2007). The China National Geography Competition for Middle School Students, International Research in Geographical and Environmental Education, 16,3, 280-282, https://doi.org/10.2167/irgee211B.0
  • Ministry of National Education (MoNE) (2018). Coğrafya dersi (lise 9.,10.,11. ve 12. sınıflar) öğretim programı. Ankara. Naumov, A. (2007). The All-Russian Geography Olympiad, International Research in Geographical and Environmental Education, 16, 3, 283-292, https://doi.org/10.2167/irgee218.0
  • Osuch, W., Kurek, S. (2014). XI International Geography Olympiad (iGeo Kraków)”, Current Issues of Tourism Research, 4, 2, 69-70. https://citr.up.krakow.pl/article/view/2135/1866
  • Pınar, A. (2011). Geography teachers’ views on the assessment and evaluation instruments and methods used in the renewed geography curriculum. Educational Research and Reviews Vol. 6(3), 334-341. https://academicjournals.org/article/article1379681726_Pinar.pdf
  • Podgórski, Z., Charzyński, P.; Zaparucha, A. (2016). Topics of 1st round thesis of the Geography Olympiad in Poland vs. the idea of sustainable development, Faculty of Earth Sciences and Spatial Management, http://repozytorium.umk.pl/handle/item/4446
  • Pospisil, J. (2020). Comparison of tasks of Czech geography Olympiads with tasks of geography Olympiads in the USA and Australia, Diploma Thesis, Masaryk university, Faculty of Education, Department of Geography, Czechia.
  • Seiichi, O. (2017, 23-28 April). Fieldwork Lesson based on the International Geography Olympiad (iGeo), 19th EGU General Assembly, EGU2017, proceedings from the conference held, Vienna, Austria, p.11929.
  • Solem, M., Stoltman, J., Lane, R., Bourke, T., Chang, C.H., Viehrig, K. (2018). An Assessment Framework and Methodology for a Trends in International Geography Assessment Study (TIGAS), Geographical Education, 31, 7-15. https://agta.au/wp-content/uploads/2023/05/Geographical-Education-Vol-31-2018-final-resized.pdf#page=4
  • Songnui, S. (2020). Instructional management guidelines to enhance geography literacy: lessons learned from schools participating in Thailand geography Olympiad competition, Thesis of Master of Education (Educational Science & Learning Management) Faculty of Education, Srinakharinwirot University, Thailand. http://ir-ithesis.swu.ac.th/dspace/bitstream/123456789/1322/1/gs611130039.pdf
  • The International Geography Olympiad (İGeo) (2022). What is the International Geography Olympiad? http://www.geoolympiad.org/fass/geoolympiad/what-is-igeo/index.shtml.
  • Van der Schee, J. (2007). The International Geography Olympiad, International Research in Geographical and Environmental Education, 16, 3, 268-270, DOI:10.2167/irgee211A.0
  • Van der Schee, J. (2012). Geographical education in a changing world, Jou rnal of Research and Didactics in Geography (J-READING), 0, 1, 11-15, DOI: 10.4458/1005-02
  • Van der Schee, J., Nott ́eband, H., Zwartjes, L (2010). Some thoughts about a new international geography test, International Research in Geographical and Environmental Education, 19, 4, 277–282, DOI: 10.1080/10382046.2010.519148
  • Van der Schee, J.; Kolkman, R. (2010). Multimedia tests and geographical education: the 2008 International Geography Olympiad, International Research in Geographical and Environmental Education, 19, 4, 283-293, DOI: 10.1080/10382046.2010.519149
  • Wach, E. (2013). Learning about Qualitative Document Analysis. https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/2989/ PP%20InBrief%2013%20QDA%20FINAL2.pdf?sequence=4
  • Wachter, C. A. (2010). Understanding and responding to concerns related to giftedness: a study of cacrep-accredited programs. Journal For Education of The Gifted, 33, 390–393.
  • Wei, D., Yang, J., Wang, M. (2014). The development of China National Geography Olympiad and the International Geography Olympiad, Journal of Geographical Sciences, 24(4), 767-769, DOI: 10.1007/s11442-014-1118-y
  • Wijayanto, B., Susetyo, B., B., Nofrion. (2020, 25 August). Analysis of Higher Order Thinking Skill (HOTS) Participants of Olympiad Geography, Proceedings of the 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019), Atlantis Press. https://doi.org/10.2991/assehr.k.200824.014
  • Winter, K., Berg, K. (2007). Fieldwork and the International Geography Olympiad, International Research in Geographical and Environmental Education, 16, 3, 299-306, https://doi.org/10.2167/irgee211C.0
  • Yıldırım, A., Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (Genişletilmiş 10. Baskı). Ankara: Seçkin yayıncılık.
Year 2023, Volume: 10 (Special Issue), 173 - 198, 29.10.2023
https://doi.org/10.59409/ojer.1213392

Abstract

References

  • Artvinli, E. (2010). Teaching styles of Geography teachers . Elektronik Sosyal Bilimler Dergisi, 9(33), 387-408. https://dergipark.org.tr/tr/pub/esosder/issue/ 6147/82543
  • Artvinli, E. (2012). Integrate geographic skills with active learning in geography: a case of Turkey, Journal of Research and Didactics in Geography (J-READING), 0, 1, 43-50, DOI: 10.4458/1005-06. Italy. http://j-reading.org/index.php/geography /article/viewFile/6/6.
  • Artvinli, E. (2020). Coğrafi sorgulama becerisi. In Ç.Ö. Demirbaş (Ed.), Coğrafi beceriler (1st ed.). Ankara: Nobel Yayın Dağıtım.
  • Artvinli, E., Dönmez, L. (2022). Coğrafya Eğitiminde Ölçme Değerlendirme ve Yeni Nesil Soru Tipleri, Pegem Akademi.
  • Artvinli, E., Kaya, N. (2010). Implementation level of geographic skills in 11. year geography textbook. Turkish Journal of Social Research, 14(1), 305-320. https://app.trdizin.gov.tr/publication/paper/detail/TVRBNE5UY3dNQT09.
  • Barwiński, M., Sawicki, T., Uroda, J. (2014). Poles in the international geography Olympiad (iGeo), Geographia Polonica, 87, 2, 309-316 , https://rcin.org.pl/Content/46922/PDF/WA51_63374_r2014-t87-no2_G-Polonica-Barwinski.pdf
  • Chalmers, L., Berg, K. (2014). Changes, challenges, and responsibilities in geographical education: the international geography olympiad, Geographia Polonica, Volume 87, Issue 2, pp. 267-276, http://dx.doi.org/10.7163/GPol.2014.17
  • Chang, C. H., Seow, T (2018). The Importance of Assessing How Geography Is Learnt Beyond the Classroom, in Learning Geography Beyond the Traditional Classroom Examples from Peninsular Southeast Asia. (49-62). Springer Nature Singapore. https://doi.org/10.1007/978-981-10-8705-9
  • Chang, C. H., Wu, B. S., Seow, T., Irvine, K. (Eds.). (2018). Learning Geography Beyond the Traditional Classroom Examples from Peninsular Southeast Asia, Springer Nature Singapore. https://doi.org/10.1007/978-981-10-8705-9
  • Chang, K. T., Huang, C. C., Tsaur, S., H. (2019). Tourist geographic literacy and its consequences, Tourism Management Perspectives, 29, 131–140, https://doi.org/10.1016/j.tmp.2018.11.005
  • Corbin, J., & Strauss, A. (2008). Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory (3rd ed.). Thousand Oaks, CA: Sage.
  • Dóra, B., Gábor, P., András, T. (2018). Some contributions to the methodological approaches of geography education based on the experiences from the international Geography Olympiad, Földrajzi Közlemények, 142, 3. 235–246. https://epa.oszk.hu/03000/03022/00017/pdf/EPA03022_foldrajzi_kozlemenyek_2018_3_235-246.pdf
  • Edelson, D. C., Shavelson, R. J., & Wertheim, J. A. (Eds.). (2013). A road map for 21st century geography education: Assessment: Recommendations and guidelines for assessment in geography education. Washington DC: National Geographic Society.
  • Eraslan, A. (2009). Finlandiya'nın PISA'daki Başarısının Nedenleri: Türkiye için Alınacak Dersler. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 3 (2), 238-248. https://dergipark.org.tr/tr/pub/balikesirnef/issue/3369/46514
  • Izumi, T. (2015, 13 April). The Direction to New Geography Education for the Future through International Geography Olympiad, Proceedings of the General Meeting of the Association of Japanese Geographers, https://doi.org/10.14866/ajg.2015s.0_100344
  • Izumi, T., Iwamoto, H. (2017. The Association of Japanese Geographers’ Social Action Program and Geography Education, in Geography Education in Japan (eds. Yoshiyasu Ida, Minori Yuda, Takashi Shimura, Shunsuke Ike, Koji Ohnishi, Hideki Oshima). Springer, Japan. 143-153. https://doi.org/10.1007/978-4-431-54953-6
  • Kidman, G., Chang, C., H. (2022) Assessment and evaluation in geographical and environmental education, International Research in Geographical and Environmental Education, 31, 3, 169-171, https://doi.org /10.1080/10382046.2022.2105499
  • Lane, R., Bourke, G. (2017). Assessment in geography education: a systematic review, International Research in Geographical and Environmental Education, 28, 1, 22-36, https://doi.org/10.1080/10382046.2017.1385348
  • Liiber, Ü., Roosaare, J. (2007). Geography Olympiads in Estonia, International Research in Geographical and Environmental Education, 16, 3, 293-298, DOI:10.2167/irgee211D.0
  • Meadows, M. E. (2020). Geography Education for Sustainable Development, Geography and Sustainability, 1, 88–92, https://doi.org/10.1016/j.geosus.2020.02.001
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, Ca: Sage.
  • Min, W., Dongying, W. (2007). The China National Geography Competition for Middle School Students, International Research in Geographical and Environmental Education, 16,3, 280-282, https://doi.org/10.2167/irgee211B.0
  • Ministry of National Education (MoNE) (2018). Coğrafya dersi (lise 9.,10.,11. ve 12. sınıflar) öğretim programı. Ankara. Naumov, A. (2007). The All-Russian Geography Olympiad, International Research in Geographical and Environmental Education, 16, 3, 283-292, https://doi.org/10.2167/irgee218.0
  • Osuch, W., Kurek, S. (2014). XI International Geography Olympiad (iGeo Kraków)”, Current Issues of Tourism Research, 4, 2, 69-70. https://citr.up.krakow.pl/article/view/2135/1866
  • Pınar, A. (2011). Geography teachers’ views on the assessment and evaluation instruments and methods used in the renewed geography curriculum. Educational Research and Reviews Vol. 6(3), 334-341. https://academicjournals.org/article/article1379681726_Pinar.pdf
  • Podgórski, Z., Charzyński, P.; Zaparucha, A. (2016). Topics of 1st round thesis of the Geography Olympiad in Poland vs. the idea of sustainable development, Faculty of Earth Sciences and Spatial Management, http://repozytorium.umk.pl/handle/item/4446
  • Pospisil, J. (2020). Comparison of tasks of Czech geography Olympiads with tasks of geography Olympiads in the USA and Australia, Diploma Thesis, Masaryk university, Faculty of Education, Department of Geography, Czechia.
  • Seiichi, O. (2017, 23-28 April). Fieldwork Lesson based on the International Geography Olympiad (iGeo), 19th EGU General Assembly, EGU2017, proceedings from the conference held, Vienna, Austria, p.11929.
  • Solem, M., Stoltman, J., Lane, R., Bourke, T., Chang, C.H., Viehrig, K. (2018). An Assessment Framework and Methodology for a Trends in International Geography Assessment Study (TIGAS), Geographical Education, 31, 7-15. https://agta.au/wp-content/uploads/2023/05/Geographical-Education-Vol-31-2018-final-resized.pdf#page=4
  • Songnui, S. (2020). Instructional management guidelines to enhance geography literacy: lessons learned from schools participating in Thailand geography Olympiad competition, Thesis of Master of Education (Educational Science & Learning Management) Faculty of Education, Srinakharinwirot University, Thailand. http://ir-ithesis.swu.ac.th/dspace/bitstream/123456789/1322/1/gs611130039.pdf
  • The International Geography Olympiad (İGeo) (2022). What is the International Geography Olympiad? http://www.geoolympiad.org/fass/geoolympiad/what-is-igeo/index.shtml.
  • Van der Schee, J. (2007). The International Geography Olympiad, International Research in Geographical and Environmental Education, 16, 3, 268-270, DOI:10.2167/irgee211A.0
  • Van der Schee, J. (2012). Geographical education in a changing world, Jou rnal of Research and Didactics in Geography (J-READING), 0, 1, 11-15, DOI: 10.4458/1005-02
  • Van der Schee, J., Nott ́eband, H., Zwartjes, L (2010). Some thoughts about a new international geography test, International Research in Geographical and Environmental Education, 19, 4, 277–282, DOI: 10.1080/10382046.2010.519148
  • Van der Schee, J.; Kolkman, R. (2010). Multimedia tests and geographical education: the 2008 International Geography Olympiad, International Research in Geographical and Environmental Education, 19, 4, 283-293, DOI: 10.1080/10382046.2010.519149
  • Wach, E. (2013). Learning about Qualitative Document Analysis. https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/2989/ PP%20InBrief%2013%20QDA%20FINAL2.pdf?sequence=4
  • Wachter, C. A. (2010). Understanding and responding to concerns related to giftedness: a study of cacrep-accredited programs. Journal For Education of The Gifted, 33, 390–393.
  • Wei, D., Yang, J., Wang, M. (2014). The development of China National Geography Olympiad and the International Geography Olympiad, Journal of Geographical Sciences, 24(4), 767-769, DOI: 10.1007/s11442-014-1118-y
  • Wijayanto, B., Susetyo, B., B., Nofrion. (2020, 25 August). Analysis of Higher Order Thinking Skill (HOTS) Participants of Olympiad Geography, Proceedings of the 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019), Atlantis Press. https://doi.org/10.2991/assehr.k.200824.014
  • Winter, K., Berg, K. (2007). Fieldwork and the International Geography Olympiad, International Research in Geographical and Environmental Education, 16, 3, 299-306, https://doi.org/10.2167/irgee211C.0
  • Yıldırım, A., Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (Genişletilmiş 10. Baskı). Ankara: Seçkin yayıncılık.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Eyüp Artvinli 0000-0002-0502-5720

Leyla Dönmez 0000-0002-5785-2058

Publication Date October 29, 2023
Published in Issue Year 2023 Volume: 10 (Special Issue)

Cite

APA Artvinli, E., & Dönmez, L. (2023). What Geographical Skills do the International Geography Olympiad Aim to Measure? A Content Analysis of iGeo Questions. Osmangazi Journal of Educational Research, 10 (Special Issue), 173-198. https://doi.org/10.59409/ojer.1213392