THE OPINIONS OF THE GEOGRAPHY TEACHER CANDIDATES ABOUT THE PLACE OF FIELD TRIPS IN GEOGRAPHY TEACHING Au BALCI Marmara University, Atatiirk Eaculty of Education In this study, which was conducted at the Atatiirk Education Fac- ulty of Marmara University in the spring semester of the 2007-2008 academicl year, fifth grade students of geography teacher training department will be evaluated. As tool of data collection, open-ended survey form filled out by students. In the analysis of data used the numerical analysis and descriptive analysis technique. In order to provide the reliability of the study, the opinions of teacher candidates were quoted and placed directly. In the light of the findings, it was made a study search- ing for the place of field trips in geography teaching. Key Words: Field trips, field surveys, field analyses, observa- tion, trips in geography teaching. Introduction Geographic trips have been described with the terms of field trips, research trips (Izbn-ak, 1968), land surveys (MEB, 2005; Korkmaz, 2006), investigation of land form (Karabag, 2002), field researches, field observations (Doganay, 1993:112), investigative visits (MEB, 2005), exurci- son, touring, trip, promenade, observation trip (Cin, 1999: 16; Kücükahmet, 2001: 85; Demir, 2007), trips of vocational train- ing (Girgin etc. 2003). Land is regarded the laboratory of the science of geography (Doganay, 1993: 112) .There has been a complete consensus on the importance of field trips in geography teaching (Alki§, 2008: 77). Field trips are also known as the most important method in data com- piling and information gathering (Doganay, 1993: 113) and they form the basis of researches at the academic level (Doganay, 2002: 167, Garipagaoglu, 2001: 13). Field trips have different advantages for students, teachers and lecturers. As teacher teaches subjects in a more effec- tive way, students leam consistently and theoretical knowledge turns to practical one. Henceforth, learned things can be commented on (Kizilcaoglu, 2003: 4) .Learning reaches from knowledge level to comprehension, analysis, synthesis, implementation and assessment. Rote learning diminishes, while students are activated more and informations given in an entertaining way. Geographic con- science introduces to students and society accordingly (Güngördü, 2002: 97, Akbu- lut, 2004: 75). Trips offer opportunities to students that they can't get in a class envi- ronment. Museums, zoos, natural environments, special areas are important places for students offering incomparable opportunities and sources to the students of different levels by making them leam. In the primary and secondary education, discussions made with students especial- 561