A spatial analysis of Belgian national crime records, 2001-2005.

C

Revisiting Consumer Ethnocentrism: Review, Reconceptualization, and Empirical Testing

Prior research has suggested that many consumers prefer domestic to foreign products, even when the quality is lower and the price is higher. Such bias is attributed to consumer ethnocentrism. This study critically examines the current conceptualizations of consumer ethnocentrism and proposes an extension of its conceptual boundaries and measurement. It determines that consumer ethnocentrism is a multidimensional construct that encompasses five dimensions: prosociality, cognition, insecurity, reflexiveness, and habituation. Empirical evidence from the United Kingdom and the United States demonstrates that the extended measurement instrument better predicts consumers' preferences for local brands at the expense of foreign brands

COVIDiSTRESS Global Survey dataset on psychological and behavioural consequences of the COVID-19 outbreak

This N = 173,426 social science dataset was collected through the collaborative COVIDiSTRESS Global Survey – an open science effort to improve understanding of the human experiences of the 2020 COVID-19 pandemic between 30th March and 30th May, 2020. The dataset allows a cross-cultural study of psychological and behavioural responses to the Coronavirus pandemic and associated government measures like cancellation of public functions and stay at home orders implemented in many countries. The dataset contains demographic background variables as well as measures of Asian Disease Problem, perceived stress (PSS-10), availability of social provisions (SPS-10), trust in various authorities, trust in governmental measures to contain the virus (OECD trust), personality traits (BFF-15), information behaviours, agreement with the level of government intervention, and compliance with preventive measures, along with a rich pool of exploratory variables and written experiences. A global consortium from 39 countries and regions worked together to build and translate a survey with variables of shared interests, and recruited participants in 47 languages and dialects. Raw plus cleaned data and dynamic visualizations are available

COVIDiSTRESS Global Survey dataset on psychological and behavioural consequences of the COVID-19 outbreak

This N = 173,426 social science dataset was collected through the collaborative COVIDiSTRESS Global Survey - an open science effort to improve understanding of the human experiences of the 2020 COVID-19 pandemic between 30th March and 30th May, 2020. The dataset allows a cross-cultural study of psychological and behavioural responses to the Coronavirus pandemic and associated government measures like cancellation of public functions and stay at home orders implemented in many countries. The dataset contains demographic background variables as well as measures of Asian Disease Problem, perceived stress (PSS-10), availability of social provisions (SPS-10), trust in various authorities, trust in governmental measures to contain the virus (OECD trust), personality traits (BFF-15), information behaviours, agreement with the level of government intervention, and compliance with preventive measures, along with a rich pool of exploratory variables and written experiences. A global consortium from 39 countries and regions worked together to build and translate a survey with variables of shared interests, and recruited participants in 47 languages and dialects. Raw plus cleaned data and dynamic visualizations are available.Measurement(s) psychological measurement center dot anxiety-related behavior trait center dot Stress center dot response to center dot Isolation center dot loneliness measurement center dot Emotional Distress Technology Type(s) Survey Factor Type(s) geographic location center dot language center dot age of participant center dot responses to the Coronavirus pandemic Sample Characteristic - Organism Homo sapiens Sample Characteristic - Location global Machine-accessible metadata file describing the reported data:Peer reviewe

Stress and worry in the 2020 coronavirus pandemic: Relationships to trust and compliance with preventive measures across 48 countries in the COVIDiSTRESS global survey

The COVIDiSTRESS global survey collects data on early human responses to the 2020 COVID-19 pandemic from 173 429 respondents in 48 countries. The open science study was co-designed by an international consortium of researchers to investigate how psychological responses differ across countries and cultures, and how this has impacted behaviour, coping and trust in government efforts to slow the spread of the virus. Starting in March 2020, COVIDiSTRESS leveraged the convenience of unpaid online recruitment to generate public data. The objective of the present analysis is to understand relationships between psychological responses in the early months of global coronavirus restrictions and help understand how different government measures succeed or fail in changing public behaviour. There were variations between and within countries. Although Western Europeans registered as more concerned over COVID-19, more stressed, and having slightly more trust in the governments' efforts, there was no clear geographical pattern in compliance with behavioural measures. Detailed plots illustrating between-countries differences are provided. Using both traditional and Bayesian analyses, we found that individuals who worried about getting sick worked harder to protect themselves and others. However, concern about the coronavirus itself did not account for all of the variances in experienced stress during the early months of COVID-19 restrictions. More alarmingly, such stress was associated with less compliance. Further, those most concerned over the coronavirus trusted in government measures primarily where policies were strict. While concern over a disease is a source of mental distress, other factors including strictness of protective measures, social support and personal lockdown conditions must also be taken into consideration to fully appreciate the psychological impact of COVID-19 and to understand why some people fail to follow behavioural guidelines intended to protect themselves and others from infection. The Stage 1 manuscript associated with this submission received in-principle acceptance (IPA) on 18 May 2020. Following IPA, the accepted Stage 1 version of the manuscript was preregistered on the Open Science Framework at https://osf.io/g2t3b. This preregistration was performed prior to data analysis

Stress and worry in the 2020 coronavirus pandemic : relationships to trust and compliance with preventive measures across 48 countries in the COVIDiSTRESS global survey

The COVIDiSTRESS global survey collects data on early human responses to the 2020 COVID-19 pandemic from 173 429 respondents in 48 countries. The open science study was co-designed by an international consortium of researchers to investigate how psychological responses differ across countries and cultures, and how this has impacted behaviour, coping and trust in government efforts to slow the spread of the virus. Starting in March 2020, COVIDiSTRESS leveraged the convenience of unpaid online recruitment to generate public data. The objective of the present analysis is to understand relationships between psychological responses in the early months of global coronavirus restrictions and help understand how different government measures succeed or fail in changing public behaviour. There were variations between and within countries. Although Western Europeans registered as more concerned over COVID-19, more stressed, and having slightly more trust in the governments' efforts, there was no clear geographical pattern in compliance with behavioural measures. Detailed plots illustrating between-countries differences are provided. Using both traditional and Bayesian analyses, we found that individuals who worried about getting sick worked harder to protect themselves and others. However, concern about the coronavirus itself did not account for all of the variances in experienced stress during the early months of COVID-19 restrictions. More alarmingly, such stress was associated with less compliance. Further, those most concerned over the coronavirus trusted in government measures primarily where policies were strict. While concern over a disease is a source of mental distress, other factors including strictness of protective measures, social support and personal lockdown conditions must also be taken into consideration to fully appreciate the psychological impact of COVID-19 and to understand why some people fail to follow behavioural guidelines intended to protect themselves and others from infection. The Stage 1 manuscript associated with this submission received in-principle acceptance (IPA) on 18 May 2020. Following IPA, the accepted Stage 1 version of the manuscript was preregistered on the Open Science Framework at https://osf.io/g2t3b. This preregistration was performed prior to data analysis.Peer reviewe

Stress and worry in the 2020 coronavirus pandemic: relationships to trust and compliance with preventive measures across 48 countries in the COVIDiSTRESS global survey

The COVIDiSTRESS global survey collects data on early human responses to the 2020 COVID-19 pandemic from 173 429 respondents in 48 countries. The open science study was co-designed by an international consortium of researchers to investigate how psychological responses differ across countries and cultures, and how this has impacted behaviour, coping and trust in government efforts to slow the spread of the virus. Starting in March 2020, COVIDiSTRESS leveraged the convenience of unpaid online recruitment to generate public data. The objective of the present analysis is to understand relationships between psychological responses in the early months of global coronavirus restrictions and help understand how different government measures succeed or fail in changing public behaviour. There were variations between and within countries. Although Western Europeans registered as more concerned over COVID-19, more stressed, and having slightly more trust in the governments' efforts, there was no clear geographical pattern in compliance with behavioural measures. Detailed plots illustrating between-countries differences are provided. Using both traditional and Bayesian analyses, we found that individuals who worried about getting sick worked harder to protect themselves and others. However, concern about the coronavirus itself did not account for all of the variances in experienced stress during the early months of COVID-19 restrictions. More alarmingly, such stress was associated with less compliance. Further, those most concerned over the coronavirus trusted in government measures primarily where policies were strict. While concern over a disease is a source of mental distress, other factors including strictness of protective measures, social support and personal lockdown conditions must also be taken into consideration to fully appreciate the psychological impact of COVID-19 and to understand why some people fail to follow behavioural guidelines intended to protect themselves and others from infection. The Stage 1 manuscript associated with this submission received in-principle acceptance (IPA) on 18 May 2020. Following IPA, the accepted Stage 1 version of the manuscript was preregistered on the Open Science Framework at https://osf.io/g2t3b. This preregistration was performed prior to data analysis

Community Structure and Ethnocentrism. A Multilevel Approach: A case Study of Flanders (Belgium)

While ethnocentrism and racism have become a highly prominent political issue in Belgium, achieving less ethnocentric prejudice has become one of the main policy priorities of the Belgian government. This research aims determining how different leading social cohesion indicators contribute to the explanation of since a full understanding of negative attitudes toward immigrants can thus not be gained without taking macro-sociological elements into account. In our study, ethnocentrism is investigated from both the individual and contextual perspectives and a multilevel analysis approach is followed where group conflict theory is taken as the hypothetical approach. Another point intended by this study is to compare the roles of objective (structural) and subjective (perceived) threats in anticipating individuals ethnocentric attitudes.The body of the research is divided into two parts: the first shed light on the inter-related community characteristics, by name immigration, economic features and crime; and in the second part the ethnocentrism levels of individuals are intended to be explained by several measures of contextual indicators, respectively. With respect to our findings in the first part suggest strong concentration effects. However, we cannot currently make any statements about causal mechanisms at the community level. We first argue that socio-economic differences, and especially unemployment, rather than ethnic diversity, should be the focus of future attempts to explain social disorganisation and criminal behaviour. Although we cannot currently make any statements about the causal mechanisms linking crime and economic disadvantages, we can mention the role of crime prevention policies in taking unemployment more strongly into consideration than has been the case thus far.Moving from community-level analysis to a multilevel approach, group conflict theory served as an important connecting thread in this research project. Hierarchical linear modelling is employed to confer the impacts of macro-level relations on micro-level indicators of ethnocentric attitudes in Flanders, based on the data from the Social Cohesion Indicators in Flanders Survey. The data presented confirm certain aspects of this theoretical framework. Nevertheless, very strong evidence is found for the contention that context does not always matter for anti-immigrant attitudes. Perceived threats, such as the perceived presence of ethnic minority groups and feelings of safety are found to be more important factors in explaining ethnocentric attitudes.In short words, the importance of subjective motives stands out in explaining ethnocentric attitudes. Principally, how people perceive community characteristics is the salient driver for anti-immigrant sentiment. The structural aspects that can account for creating competition and conflict between groups failed to be important factors in determining ethnocentrism. The characteristics of individuals can be tied to anti-immigrant attitudes. Above all, as perceptions stand out by eliminating theimpact of structural factors, the sources of these perceptions need comprehensive consideration. Conflict theory suggests that the existence of threat, whether structural or imaginary, empowers negative attitudes toward immigrants. In our study, we found that threats in people s minds are much stronger than structural ones. We believe that future research should involve deeper studies in order to determine the actual factors leading to the formation of threat perception . In this way, it will be possible to comment on situations where the absence of a structural threat has no impact on the erosion of perceived threats in individuals imaginations.CONTENT List of Tables v List of Figures vii Acknowledgements ix Chapter 1. Introduction 1 Chapter 2. Explaining Ethnocentrism 9 2.1. A Theoretical Introduction to the Concept of Ethnocentrism: Group Conflict Theory 11 Chapter 3. Data and Methodology 15 3.1. Data Sources 15 3.1.1. SCIF Survey 17 3.2. Measurement of Ethnocentrism in Flanders 19 3.2.1. Ethnocentrism Scale 19 3.3. Multilevel Modelling 22 3.3.1. Random Intercept Models 28 3.3.2. Software Used for Analysis 29 PART I: Interrelated Community Characteristics: The Case of Belgium 31 Chapter 4. The Two Faces of Diversity in the Flemish Region 35 4.1. Introduction 35 4.2. Historical Background 39 4.3. Ethnic Diversity 42 4.3.1. Belgium 43 4.3.2. Flanders 47 4.3.2.1. EU Nationals in Flanders 49 4.3.2.2. Non-EU Nationals in Flanders 51 4.3.2.2.1. Moroccans and Turks 52 4.4. Asylum Seekers 55 4.5. Expatriates and Foreign Students 58 4.6. Acquisition and Granting of Belgian Nationality 60 4.7. Ethnic Fractionalization in Flanders 61 4.8. Discussion 66 Chapter 5. Economic Impacts of Migration 65 5.1. Introduction 67 5.2. Nexus of Immigration and Economic Factors 69 5.3. Hypotheses 71 5.4. Data and Methods 72 5.4.1. Building the Model 75 5.5. Results 76 5.6. Discussion 80 Chapter 6. Unemployment, Inequality, and Crime 81 6.1. Introduction 83 6.2. Unemployment and Economic Deprivation 86 6.3. Hypotheses 87 6.4. Data and Methods 90 6.4.1. Building the Model 91 6.5. Results 95 6.6. Discussion 97 Chapter 7. Immigration and Crime 99 7.1. Introduction 101 7.2. Diversity and Crime in the Social Disorganization Theory Context 103 7.3. Hypotheses 105 7.4. Data and Methods 106 7.4.1. Building the Model 110 7.5. Results 111 7.6. Discussion 115 PART II: Testing Group Conflict Theory: Effect of Community Structure on Ethnocentrism 117 Chapter 8. Diversity, Perception and Ethnocentrism 121 8.1. Introduction 123 8.2. Theoretical Framework 124 8.2.1. The Concept of Ethnocentrism 124 8.2.2. Group Conflict Theory and Outgroup Size 126 8.3. Hypotheses 129 8.4. Data and Methods 129 8.4.1. Concepts and Measurement 130 8.4.1.1. Ethnocentrism scale 131 8.4.1.2. Control Variables 132 8.4.2. Statistical Analyses: Multilevel Models 134 8.5. Results ……………………………………………………………………...137 8.6. Discussion 140 Chapter 9. The Impact of Economic Factors on Ethnocentrism 143 9.1. Introduction 145 9.2. Ethnocentrism and Group Conflict Theory 147 9.2.1. Economic factors and Attitude toward Immigrants 148 9.3. Hypotheses 149 9.4. Data and Methods 150 9.4.1. Concepts and Measurement 150 9.4.1.1. Ethnocentrism Scale 151 9.4.1.2. Subjective Economic Factors 151 9.4.1.3. Objective Economic Factors 152 9.4.1.4. Control Variables 153 9.4.2. Statistical Analyses: Multilevel Models 153 9.5. Results ………………………………………………………………….......154 9.6. Discussion 157 Chapter 10. The Impact of Safety on Levels of Ethnocentrism 159 10.1. Introduction 161 10.2. Ethnocentrism in the Context of Group Conflict Theory 163 10.2.1. Ethnocentrism and Feeling of Safety 167 10.3. Hypotheses 168 10.4. Data and Methods 169 10.4.1. Concepts and Measurement 170 10.4.1.1. Ethnocentrism Scale 170 10.4.1.2. Safety Measures 171 10.4.1.3. Control Variables 175 10.4.2. Statistical Analyses: Multilevel Models 176 10.5. Results 177 10.6. Discussion 181 Chapter 11. Conclusion 183 11.1. Summary of Discussions 185 11.2. Concluding Remarks and Future Research 191 References ……. 195 Abstracts…............................................................................................................................221 Appendix I. Variables used in analyses (in alphabetical order) 227 Appendix II. Doctoraten in de Sociale Wetenschappen ...................................................233nrpages: 260status: publishe

Diversity, Perception and Ethnocentrism. A Multilevel Analysis of Ethnocentrism in Belgian Communities

Previous research has investigated majorities’ attitudes towards minorities as presence of migrants has become a key public and political issue. The focus in this paper is on the role of ethnic diversity on ethnocentric disposition. The standing studies are broadened by utilizing perceived percentage of migrants and different measures of diversity. These data have quite recently been collected in Social Cohesion in Flanders Survey in 2009. The framework is tested by multilevel modelling approach. Relationship between individual characteristics and ethnocentric attitude is confirmed by the results. Moreover, generalized trust and media effect are revealed to have significant relation with ethnic prejudice. The interpretations of the findings divulge a positive relation between the perception of ethnic minority size in a geographically defined area and majority members’ negative attitudes towards immigrants.status: publishe

Influence of the history teaching to the academic success and space perception of the students by using animation supported maps

Bu araştırma, 9. sınıf tarih dersinde "İlk Türk-İslam Devletleri" ünitesi "Karahanlılar", "Gazneliler" ve "Büyük Selçuklu Devleti" konularına ilişkin animasyon destekli haritalarla tarih öğretiminin öğrencilerin akademik başarılarına ve mekân algılarına etkisini belirlemek amacıyla gerçekleştirilmiştir. Çalışma, tarih öğretiminde ders planlama eksikliğine vurgu yaparak, bir model doğrultusunda tarih öğretiminin şekillendirilmesinin önemli olduğunu fark ettirmek; öğretimde teknolojik gelişmeleri göz önüne alarak bilgisayar destekli ders materyallerinin tarih dersi için ilgiyi arttırıcı ve öğrenmeyi çok yönlü sağlayıcı özelliklerine dikkat çekmek; mekân algısının tarih dersi açısından önemini açıklayarak ve tarih öğretiminde harita kullanımının önemli ancak yetersiz olduğunu belirterek animasyon destekli haritalarla tarih öğretiminin sağlayabileceği katkıları ortaya koyma yönüyle öneme sahiptir. Araştırma tarih öğretiminde hem animasyon uygulamasının bilimsel bir çalışmada kullanılması hem de harita kullanımına ilişkin etkinlikleri içermesi açısından önemli akademik ve öğretimsel boşluğu doldurmakta ve alanda bir ilki gerçekleştirmektedir. Araştırma bünyesinde bir materyal tasarımı bulundurmakta ve bu öğretim materyalinin iki farklı deneysel süreçle sınanmasına ilişkin bulgular yer almaktadır. Araştırmanın konusunun, sınıf düzeyinin, uygulama içeriğinin belirlenmesinde ve materyal tasarımında 2009-2010 eğitim-öğretim yılında Ankara ve Çanakkale merkez ilçeye bağlı 15 lisede görev yapan 51 tarih öğretmeniyle yapılan mülakat çalışmasından yararlanılmıştır. Bu çalışma, tezin temel dayanaklarını oluşturmuş, araştırma bu temel üzerinden vücut bulmuştur. Çalışmada kullanılan animasyonlar, iki yıllık disiplinli ve yorucu bir çalışmanın ürünüdür. Dört alt amacın sorgulandığı çalışmanın birinci deneysel sürecinde, animasyon destekli yöntem ile klasik yöntem karşılaştırılırken; ikinci deneysel süreçte animasyon destekli yöntem ile eğitim yazılımlı yöntem karşılaştırması yapılmıştır. Hem nicel hem de nitel özellikler taşıyan araştırmanın nicel kısmını oluşturan deneysel uygulamaları 2011-2012 eğitim-öğretim yılında Ankara ili Çankaya ilçesine bağlı iki lisede yapılmıştır. Birinci deneyde deney grubunda 59, kontrol grubunda 60; ikinci deneyde deney grubunda 18, kontrol grubunda 20 olmak üzere toplam 157 katılımcıyla çalışılmıştır. Araştırmanın bu bölümünde ön test-son test kontrol gruplu deneysel desen kullanılmıştır. Araştırmanın deneysel sürecinin tamamlanıp, ölçümlerin yapılmasının ardından sürece yönelik katılımcı değerlendirmelerini içeren kısa kompozisyon yazımı gerçekleştirilmiş ve nitel araştırma yöntemlerinden içerik analizi ile 74 katılımcının yazdığı kompozisyonlar incelenerek, kategorilere ayrılmış ve bulgular yorumlanmıştır. Çalışmada "akademik başarı" ve "mekân algısı"na ilişkin bilgi ve becerileri ölçen ve araştırmacı tarafından geliştirilen başarı testinden faydalanılmıştır. Uygulama süreci iki gözlemci tarafından araştırmacının hazırladığı gözlem formu doğrultusunda izlenmiş ve çalışmanın uygulama güvenirliği saptanmıştır. Araştırmanın nicel verileri SPSS 18.0 paket programı ile analiz edilmiştir. Birinci deneyde animasyon destekli yöntem ile klasik yöntem karşılaştırmasında; animasyonlu tarih öğretiminin uygulandığı deney grubu öğrencileriyle klasik yöntem uygulanan kontrol grubu öğrencileri arasında ve tekrarlı ölçümlerle elde edilen bulgulara göre akademik başarı puanları, mekânı algılama puanları ve bilgi puanları yönünden deney grubu lehine anlamlı farklılık bulunmuştur. İkinci deneyde animasyon destekli yöntem ile eğitim yazılımlı yöntem karşılaştırmasında; animasyon destekli tarih öğretiminin uygulandığı deney grubu öğrencileriyle eğitim yazılımlı yöntemin uygulandığı kontrol grubu öğrencileri arasında ve tekrarlı ölçümlerle elde edilen bulgulara göre akademik başarı puanları, mekân algısı puanları ve bilgi puanları yönünden deney grubu lehine anlamlı farklılık bulunmuştur. Animasyon destekli öğretim yoluyla tarih öğrenen öğrenciler; uygulanan öğretim sürecini zevkli, ilgi çekici, kalıcı, hızlı öğretici, haritalarla çalışmayı teşvik edici ve mekân algısını geliştirici olarak değerlendirmişlerdir. Öğrenciler, öğretim materyalini ise kalıcılığı arttırıcı, dikkat çekici, eğlenceli, hayal etmeyi kolaylaştıran, somut ve öğretici bir ürün olarak değerlendirmişlerdir. Araştırmayla Gagne'nin öğretim modeline uygun olarak tasarlanan animasyon destekli haritalar yoluyla tarih öğretiminin öğrencilerde bilginin kalıcılığını sağladığı, akademik başarıyı yükselttiği, mekân algısını arttırdığı ve haritalarla tarih öğrenmeyi zevkli hale getirdiği sonucuna varılmıştır.This research has been realized to determine the influence of the history teaching to the academic success and space perception of the students by using animation supported maps related with the subjects Karahan State, Gazne State and Great Selçuk Empire that are included in the First Turkish Islamic States unit of the history course of the 9th grades. The study is important to note that history education formatting is important in accordance with a model by emphasizing the lack of course planning; to draw attention of the specification of the computer supported course materials that attracts the attention of the students to the history courses and that has many sided educational influence by considering the technological developments in education; to indicate that animation supported maps would make a considerable contribution to history teaching by indicating that using maps in history courses is important but insufficient and by explaining the importance of space perception in relation with history courses. This research fills a significant academic and educational gap in terms of using the animation application in a scientific study and also that it includes the effects of map using and it breaks a new ground in this field. Within the scope of the research there is a material design and there are findings related with testing this educational material in two different testing processes. While determining the scope of the research, the class level and application content and material design an interview study has been realized by 51 history teachers who teach in 15 high schools located in Ankara and Çanakkale provinces central districts during 2009-2010 academic years. This study has constitute the basic foundation of the thesis and research has come into existence over this foundation. The animations that are used in the study have been created by a disciplined and laborious working for two years. In the first empirical process of the study by which four sub objectives are questioned the animation supported method is compared with classical method while in the second empirical process animation supported method is compared with the method by educational software. The research has both quantitative and qualitative aspects and the empirical applications that constitute the quantitative side of the research has been realized in two high schools located in Ankara Province Çankaya District in 2011-2012 academic years. In the first vii experiment there were 59 participants in the experiment group and 60 participants in the control group while in the second experiment there were 18 participants in the experiment group and 20 participants in the control group. In total the experiment has been realized by the participation of 157 people. In this section of the research an experimental design with pre test- final test control group has been used. After the experimental section of the research has been completed and measurements were done, participants have written short compositions related with the evaluation of the process and the compositions of the 74 participants were examined by using content analysis of the qualitative research method and they were categorized and findings are interpreted. In the study, a success test has been used that had been developed by the researcher and that measures the knowledge and ability related with academic success and space perception. The application process has been observed by two observers in accordance with the observation form that has been prepared by the researcher and the application reliability of the study has been determined. The quantitative data of the research has been analyzed by SPSS 18.0 packaged software. In the first experiment during the comparison of animation supported method and the classical method; a significant difference has been found in favor of the experiment group related with academic success points, space perception points and knowledge points according to the findings that were obtained from repeated measurements and between the control group students who were subject to classical method and the experiment group students who were subject to history teaching with animation. In the second experiment during the comparison of animation supported method and method with education software; a significant difference has been found in favor of the experiment group related with academic success points, space perception points and knowledge points according to the findings that were obtained from repeated measurements and between the control group students who were subject to method with educational software and the experiment group students who were subject to animation supported method. Students who learn history by animation supported education method have evaluated the applied education process as enjoyable, challenging, lasting, and fast teaching and working with maps as encouraging and developing the space perception. Students have evaluated the education material as increasing the persistency, enjoyable, helpful for dreaming and a solid and pragmatic product. By this research, it is concluded that history teaching by animation supported maps that are designed suitable to Gagne teaching model provides knowledge persistency for the students, increases academic success and space perception and makes history learning an enjoyable process