The Effect of Academic Involvement and School Climate as Perceived by Gifted Students in Terms of Talent, Creativity, and Motivation in Science (original) (raw)
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Research on Education and Psychology, 2021
The aim of this study is analyzing, through a theoretical-model, variables that are related in relevant literature with gifted students' abilities in science course. Within that context various analyses have been conducted with respect to environmental, cognitive and affective variables which are linked to students' science ability. In this paper, one of the quantitative research methods, survey method, has been implemented. Data were collected from 997 middle-school level gifted students selected via stratified sampling method from Science and Art Centers across 25 different cities in Turkey. Path analysis was implemented to analyze data. It was determined that if parental and teacher involvement and positive school climate were met; scientific ability, creativity and motivation of gifted students could climb. It was also ascertained that results of implemented path analysis and tested model complied with the data. Thus could be used to explain variables that affected scientific ability, scientific creativity, problem solving and meta-cognitive awareness which are deemed to be related with science ability. It was concluded that approaches of parents, teachers and school administration left remarkable effects on ability development.
Science Education of Gifted Students at Intellectual Area: A Case for Science Art Centers
This study discusses gifted science students’ learning-teaching process in the content of student, teacher, and teaching program and thus, aims to identify the deficiencies of gifted science students at science education process. Data gathered with the help of document review, questionnaire, and interview methods. First, student-teacher selection processes and teaching programs at Science Art Centers in Turkey, where gifted students are educated, were investigated. In the second phase, 60 gifted students from the intellectual area at the second part of the primary schools in the Bayburt, Sinop and Trabzon Science Art Centers were administered a questionnaire. In addition, 14 science teachers were interviewed. Based on the findings, there appeared many important problems at gifted students’ teacher selection and their working processes. Some applications regarding gifted student identification process has also brought a lot of problems, which need to be solved as soon as possible.
The purpose of this study is to analyze scientific literacy levels relevant to science and technology classes among gifted students that participate in scientific activities at science and art centers. This study investigated whether there was a significant difference in scientific literacy levels among gifted students according to the areas of their giftedness (science, mathematics, and social sciences) and the extent to which they participated in enrichment activities. The study also compared scientific literacy levels among the gifted students who participated in scientific activities at science and art centers and the students who received formal education and were not identified as gifted. Seventy-seven students from Afyon Aydın Doğan, Bayburt, Elazığ and Konya Science and Art Centers (as called BILSEM in Turkish) SACs constituted the sample of the study. The Scientific Literacy Scale developed by Keskin (2008) was used to determine scientific literacy levels among students. The Enrichment Scale was developed by the researchers to specify to what extent the respondents profited from enrichment activities. Arithmetic averages were calculated to determine scientific literacy levels and levels of enrichment strategies. Standard deviation, t-test, and variance analysis were used to establish the relationship between scientific literacy levels, areas of giftedness, and enrichment strategies. The findings of the study concluded that scientific literacy levels did not vary according to areas of giftedness, but they varied according to levels of participation in enrichment activities. The study also found higher scientific literacy levels among the gifted students compared to the students that attended formal education and were not identified as gifted. (2015).Analysis according to certain variables of scientific literacy among gifted students that participate in scientific activities at Science and Art Centers. Journal for the Education of Gifted Young Scientists, 3(1), 1-12. DOI: http://dx.doi.org/10.17478/ JEGYS.2015110568 Journal for Educating Gifted Young Scientists (JEGYS) covers issues such as differentiated instruction in mathematics, science and social sciences for gifted students, education and training of the young scientist, giftedness, gifted education, scientific creativity, educational policy on science and math education for gifted students, teaching of the history and philosophy of science, teaching techniques and activities in the education of the gifted young scientist, is a scientific and academic journal. JEGYS aims to be a scientific media sharing scientific research, practices, theories and ideas about gifted education and education of the gifted young scientist. The JEGYS is an international refereed scientific journal which publishes review and research article, teaching techniques and activities for the education of the gifted young scientist, book reviews and interviews in Turkish and English. Submitted articles are evaluated in a double blinded peer-reviewed fashion. The JEGYS is an open access journal, published two issues a year. The JEGYS holds copyrights for all articles published in the journal. Authors are responsible for article contents published in the journal.
Approaches of Intellectually Gifted and Non-Gifted Students towards the Science Course
2013
ABSTRACT: Science and technology course which has been started to be given from the 4th grade in elementary level in the Turkish teaching programme, has a considerable place for both its requirement in today’s conditions and the fact that it prepares students for high school level courses. Therefore, it is significant that all students should develop positive views towards it as early elementary grades. In addition to the average people, intellectually gifted ones are also valuable since they may contribute to their country and themselves by using their potential. For this reason, a survey study was conducted with 141 participants to examine the tendencies of intellectually gifted and non-gifted students towards science and technology course. In data gathering, a questionnaire developed by the researchers was utilized. The results indicate that intellectually gifted students possess more positive tendencies towards science than non-gifted students. Key words: intellectually gifted s...
Attitudes of gifted students towards science depending on some variables: A Turkish sample
This research aimed to examine the science attitudes of gifted students attending the science and art centers (SAC) in Turkey depending on variables such as gender of students, their fields of education, classroom level and the education levels of their families. The test of science related attitudes (TOSRA), developed by Fraser (1978), simplified by Chaerul (2002) and translated into Turkish and the validity and reliability of which were studied by Curebal (2004), was used in the research. It was observed that there was no statistical difference between the science attitudes of students and the above-mentioned variables. A general analysis of the obtained results was performed comparatively with the studies at national and international levels. In line with the results, a discussion was made on what could be done particularly regarding the science and technology instruction of students at SACs which were developed as a suitable model for country conditions. Key words: Gifted students, science education, science attitude.
Abstract The purpose of this study is to analyze scientific literacy levels relevant to science and technology classes among gifted students that participate in scientific activities at science and art centers. This study investigated whether there was a significant difference in scientific literacy levels among gifted students according to the areas of their giftedness (science, mathematics, and social sciences) and the extent to which they participated in enrichment activities. The study also compared scientific literacy levels among the gifted students who participated in scientific activities at science and art centers and the students who received formal education and were not identified as gifted. Seventy-seven students from Afyon Aydın Doğan, Bayburt, Elazığ and Konya Science and Art Centers (as called BILSEM in Turkish) SACs constituted the sample of the study. The Scientific Literacy Scale developed by Keskin (2008) was used to determine scientific literacy levels among students. The Enrichment Scale was developed by the researchers to specify to what extent the respondents profited from enrichment activities. Arithmetic averages were calculated to determine scientific literacy levels and levels of enrichment strategies. Standard deviation, t-test, and variance analysis were used to establish the relationship between scientific literacy levels, areas of giftedness, and enrichment strategies. The findings of the study concluded that scientific literacy levels did not vary according to areas of giftedness, but they varied according to levels of participation in enrichment activities. The study also found higher scientific literacy levels among the gifted students compared to the students that attended formal education and were not identified as gifted. Key words scientific literacy, gifted and talented students, Science and Art Centers
Characteristics and educational needs of gifted young scientists: a focus group study
Journal for the Education of Gifted Young Scientists, 2020
The Gifted Young Scientists (GYS) is the students who have certain intellectual, creative, artistic, leadership, or academic abilities that are higher than the average ability of students in general, they need different educational services (special need). This study aims to analyze the potential of gifted young scientists in terms of critical thinking in the village area in Indonesia. The study was conducted using a multi-case multi-site case study design involving 4 managers, 5 teachers, and 5 students in the High School. Data collected through in depth and focus group interviews then analyzed qualitatively with thematically. The study found that there were four characteristics of gifted young scientists in the High School studied, namely; (i) very active and creative, (ii) easy and quick to receive information and materials, (iii) have a very high curiosity, (iv) love the high-level and challenging learning process. These findings indicate that the selfcontained class students in high school meet the criteria of gifted young scientists. Thus, differentiated curriculum, high quality learning process with different teachers, materials, and approaches need to be designed seriously and continuously for the maximum student development process.
Higher-order Correlates of Gifted Students’ Motivation towards Science Learning in Turkey
The purpose of this study is to investigate possible higher-order correlates (IQ, logical thinking and critical thinking) of gifted students’ motivation towards science learning. The study was designed as a correlational study and it focused on 65 gifted students at the level of sixth, seventh and eighth grades. The data was collected by applying Motivation towards Science Learning Questionnaire, Wechsler Intelligence Scale (WISC-R), Group Assessment of Logical Thinking Test, Critical Thinking Test. The data was analyzed by applying Spearman correlation analysis. The findings represented that motivation towards science learning of gifted elementary level students were not significantly correlated by logical thinking, IQ performance , IQ verbal, IQ total and critical thinking scores. The findings refer to gap between motivation and cognitive learning in gifted students.