This comprehensive literature review explores the diverse landscape of immersive realities, offering a thorough examination of key technologies from Virtual Reality (VR) to the emerging and innovative concept of the Metaverse. The article concentrates the nuances of Extended Reality (XR), Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), providing an in-depth understanding of their individual functionalities, applications, and evolving interplay. The paper also mentions about wearable technologies which play key role in the realization of these immersive realities. The article begins by explaining the fundamental principles of each immersive reality, tracing their technological evolution and highlighting distinctive features that define their user experiences. It then navigates through the complex intersections and synergies between these immersive technologies, shedding light on how they collectively contribute to shaping the future of digital interaction. The paper unfolds how the journey of immersive realities lead to the Metaverse which is relatively a novel paradigm that transcends individual immersive realities, creating a unified, interconnected digital space. The exploration of the Metaverse encompasses its conceptual foundations, potential societal impacts, and the fusion of various immersive technologies within this evolving ecosystem. With an inclusive approach, this paper caters to both novices and seasoned professionals in the field, offering insights into the practical applications associated with different immersive realities. By fostering a comprehensive understanding of these technologies, the paper aims to empower readers to navigate and contribute to the dynamic landscape of immersive realities.
{"title":"Immersive Realities: A Comprehensive Guide from Virtual Reality to Metaverse","authors":"Preet Kawal Singh Dhillon, Hasan Tinmaz","doi":"10.17478/jegys.1406024","DOIUrl":"https://doi.org/10.17478/jegys.1406024","url":null,"abstract":"This comprehensive literature review explores the diverse landscape of immersive realities, offering a thorough examination of key technologies from Virtual Reality (VR) to the emerging and innovative concept of the Metaverse. The article concentrates the nuances of Extended Reality (XR), Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), providing an in-depth understanding of their individual functionalities, applications, and evolving interplay. The paper also mentions about wearable technologies which play key role in the realization of these immersive realities. The article begins by explaining the fundamental principles of each immersive reality, tracing their technological evolution and highlighting distinctive features that define their user experiences. It then navigates through the complex intersections and synergies between these immersive technologies, shedding light on how they collectively contribute to shaping the future of digital interaction. The paper unfolds how the journey of immersive realities lead to the Metaverse which is relatively a novel paradigm that transcends individual immersive realities, creating a unified, interconnected digital space. The exploration of the Metaverse encompasses its conceptual foundations, potential societal impacts, and the fusion of various immersive technologies within this evolving ecosystem. With an inclusive approach, this paper caters to both novices and seasoned professionals in the field, offering insights into the practical applications associated with different immersive realities. By fostering a comprehensive understanding of these technologies, the paper aims to empower readers to navigate and contribute to the dynamic landscape of immersive realities.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"713 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139807628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This comprehensive literature review explores the diverse landscape of immersive realities, offering a thorough examination of key technologies from Virtual Reality (VR) to the emerging and innovative concept of the Metaverse. The article concentrates the nuances of Extended Reality (XR), Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), providing an in-depth understanding of their individual functionalities, applications, and evolving interplay. The paper also mentions about wearable technologies which play key role in the realization of these immersive realities. The article begins by explaining the fundamental principles of each immersive reality, tracing their technological evolution and highlighting distinctive features that define their user experiences. It then navigates through the complex intersections and synergies between these immersive technologies, shedding light on how they collectively contribute to shaping the future of digital interaction. The paper unfolds how the journey of immersive realities lead to the Metaverse which is relatively a novel paradigm that transcends individual immersive realities, creating a unified, interconnected digital space. The exploration of the Metaverse encompasses its conceptual foundations, potential societal impacts, and the fusion of various immersive technologies within this evolving ecosystem. With an inclusive approach, this paper caters to both novices and seasoned professionals in the field, offering insights into the practical applications associated with different immersive realities. By fostering a comprehensive understanding of these technologies, the paper aims to empower readers to navigate and contribute to the dynamic landscape of immersive realities.
{"title":"Immersive Realities: A Comprehensive Guide from Virtual Reality to Metaverse","authors":"Preet Kawal Singh Dhillon, Hasan Tinmaz","doi":"10.17478/jegys.1406024","DOIUrl":"https://doi.org/10.17478/jegys.1406024","url":null,"abstract":"This comprehensive literature review explores the diverse landscape of immersive realities, offering a thorough examination of key technologies from Virtual Reality (VR) to the emerging and innovative concept of the Metaverse. The article concentrates the nuances of Extended Reality (XR), Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR), providing an in-depth understanding of their individual functionalities, applications, and evolving interplay. The paper also mentions about wearable technologies which play key role in the realization of these immersive realities. The article begins by explaining the fundamental principles of each immersive reality, tracing their technological evolution and highlighting distinctive features that define their user experiences. It then navigates through the complex intersections and synergies between these immersive technologies, shedding light on how they collectively contribute to shaping the future of digital interaction. The paper unfolds how the journey of immersive realities lead to the Metaverse which is relatively a novel paradigm that transcends individual immersive realities, creating a unified, interconnected digital space. The exploration of the Metaverse encompasses its conceptual foundations, potential societal impacts, and the fusion of various immersive technologies within this evolving ecosystem. With an inclusive approach, this paper caters to both novices and seasoned professionals in the field, offering insights into the practical applications associated with different immersive realities. By fostering a comprehensive understanding of these technologies, the paper aims to empower readers to navigate and contribute to the dynamic landscape of immersive realities.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139867414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students’ engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students’ experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches.
{"title":"Advancing game-based learning in higher education through debriefing: Social constructivism theory","authors":"Jie Zhang, Zijing Hu","doi":"10.17478/jegys.1394242","DOIUrl":"https://doi.org/10.17478/jegys.1394242","url":null,"abstract":"Game-based learning has gained increasing attention globally. It is an effective pedagogical approach to promote students’ engagement and improve learning outcomes. However, the literature reveals there is a need to strengthen game-based learning, as many students retain only fun of academic games. This study aimed to explore students’ experiences on the integration of debriefing in game-based learning at an identified higher education institution in South Africa. The social constructivism theory was utilised as a theoretical lens in this study. The authors employed a qualitative single case study design within an interpretivist paradigm. A purposive sampling strategy was adopted. Six participants were recruited for this study. Data were analysed inductively using thematic analysis. The findings of this study revealed that participants shared positive views and attitudes towards debriefing in game-based learning. They believed game-based learning significantly promoted their studies. The implementation of debriefing in game-based learning assisted them to identify their strengths and weaknesses. Furthermore, the utilisation of debriefing in game-based learning enhanced collaborations and teamwork. This study also highlighted that there was a need to ensure that debriefing was well planned in advance, and that instructors should be competent to conduct debriefing sessions. This study concluded that debriefing is an effective method to advance game-based learning. Further research should be conducted at national and international levels with different research approaches.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":" October","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139618338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the predictive role of cognition in computational thinking. In this context, the research has two problem situations. The first one is the development of a computational thinking scale for prospective teachers. The second is to determine the predictive role of metacognition in computational thinking with this scale. In Study-1, the computational thinking scale was developed with (N= 365) participants. In Study-2 (N=306), the role of metacognition in computational thinking was explained with structural equation modeling. These findings show that, the computational thinking scale consisting of 28 items in Study-1 explained 48% of the total variance with a single factor structure and the internal consistency coefficient was found to be .985. In Study-2, the role of metacognition in computational thinking was tested with structural equation modeling. Accordingly, the planning, debugging and procedural knowledge sub-dimensions of metacognition explained 47% of the variance of computational thinking.
{"title":"CComputational thinking scale: the predictive role of metacognition in the context of higher order thinking skills","authors":"Özlem ÜZÜMCÜ","doi":"10.17478/jegys.1355722","DOIUrl":"https://doi.org/10.17478/jegys.1355722","url":null,"abstract":"This study aims to determine the predictive role of cognition in computational thinking. In this context, the research has two problem situations. The first one is the development of a computational thinking scale for prospective teachers. The second is to determine the predictive role of metacognition in computational thinking with this scale. In Study-1, the computational thinking scale was developed with (N= 365) participants. In Study-2 (N=306), the role of metacognition in computational thinking was explained with structural equation modeling. These findings show that, the computational thinking scale consisting of 28 items in Study-1 explained 48% of the total variance with a single factor structure and the internal consistency coefficient was found to be .985. In Study-2, the role of metacognition in computational thinking was tested with structural equation modeling. Accordingly, the planning, debugging and procedural knowledge sub-dimensions of metacognition explained 47% of the variance of computational thinking.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135791072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to compare the mathematics self-efficacy perceptions of gifted and normally developing primary school students according to different variables (gender, grade, preferred course, being a gifted/normally developing student). For this purpose, the study was designed according to the survey design. The study group consisted of 63 gifted Science and Art Center students and 89 primary school students (3-4th grade). The study data were collected with the “Mathematics Self-Efficacy Perception Scale” and “Personal Information Form.” Before analyzing the obtained data, the normality condition of the data was checked. An Independent Sample t-test was used to analyze the data that met the normality condition. In contrast, the Man Whitney U test was used to analyze the data that did not meet the normality condition. As a result of the data analysis, according to the class variable, the mathematics self-efficacy of 3rd-grade normally developing students differed significantly in the attitude sub-dimension and the whole scale compared to 4th-grade students. 3rd grade gifted students showed a significant difference in mathematics self-efficacy only in the motivation sub-dimension compared to their peers with normal development. According to the gender variable, it was determined that the math self-efficacy of gifted male students differed significantly in the motivation sub-dimension compared to their normally developing male peers. According to the variable of favorite course, it was seen that gifted students who preferred mathematics courses in the first place differed significantly in the attitude sub-dimension of mathematics self-efficacy and the whole scale compared to gifted students who did not prefer mathematics courses in the first place. The mathematics self-efficacy of normally developing students who preferred the mathematics course in the first place differed significantly in all three sub-dimensions (attitude, motivation, and practice) and the whole scale compared to their peers who did not prefer the course in the first place. The mathematics self-efficacy of gifted students who chose other courses in the first place differed significantly in attitude and motivation sub-dimensions compared to normally developing students who preferred other courses in the first place. According to the variable of being a gifted/normally developing student, the mathematics self-efficacy perceptions of gifted primary school (3-4th grade) students differed significantly only in the motivation sub-dimension compared to their normally developing peers.
{"title":"Comparison of mathematics self-efficacy perceptions of gifted and normally developing primary school students","authors":"Ramazan DİVRİK","doi":"10.17478/jegys.1360442","DOIUrl":"https://doi.org/10.17478/jegys.1360442","url":null,"abstract":"This study aims to compare the mathematics self-efficacy perceptions of gifted and normally developing primary school students according to different variables (gender, grade, preferred course, being a gifted/normally developing student). For this purpose, the study was designed according to the survey design. The study group consisted of 63 gifted Science and Art Center students and 89 primary school students (3-4th grade). The study data were collected with the “Mathematics Self-Efficacy Perception Scale” and “Personal Information Form.” Before analyzing the obtained data, the normality condition of the data was checked. An Independent Sample t-test was used to analyze the data that met the normality condition. In contrast, the Man Whitney U test was used to analyze the data that did not meet the normality condition. As a result of the data analysis, according to the class variable, the mathematics self-efficacy of 3rd-grade normally developing students differed significantly in the attitude sub-dimension and the whole scale compared to 4th-grade students. 3rd grade gifted students showed a significant difference in mathematics self-efficacy only in the motivation sub-dimension compared to their peers with normal development. According to the gender variable, it was determined that the math self-efficacy of gifted male students differed significantly in the motivation sub-dimension compared to their normally developing male peers. According to the variable of favorite course, it was seen that gifted students who preferred mathematics courses in the first place differed significantly in the attitude sub-dimension of mathematics self-efficacy and the whole scale compared to gifted students who did not prefer mathematics courses in the first place. The mathematics self-efficacy of normally developing students who preferred the mathematics course in the first place differed significantly in all three sub-dimensions (attitude, motivation, and practice) and the whole scale compared to their peers who did not prefer the course in the first place. The mathematics self-efficacy of gifted students who chose other courses in the first place differed significantly in attitude and motivation sub-dimensions compared to normally developing students who preferred other courses in the first place. According to the variable of being a gifted/normally developing student, the mathematics self-efficacy perceptions of gifted primary school (3-4th grade) students differed significantly only in the motivation sub-dimension compared to their normally developing peers.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135792963","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The requirements of the 21st century encompass not only grammar and vocabulary but also effective communication through oral, written, and ICT-mediated processes. The teaching profession should be embraced as an art of addressing the student's soul and nurturing individuals. Speech anxiety is a common condition encountered in communication, language learning, and teaching processes, which can negatively affect students' language skills. The aim of this article is to analyze the speech anxiety of Turkish language teacher candidates in terms of various variables. The research was conducted using a survey model where the 'Speech Anxiety Scale,' a 5-point Likert-type scale, was employed. The sample of the study consisted of 200 voluntary Turkish language teacher candidates continuing their education at two different universities in the Eastern Anatolia and Central Anatolia regions in 2023. Descriptive statistics (% and f), independent samples t-test to determine changes in scores based on participants' gender, one-way ANOVA for class levels, and one-way ANOVA analyses to determine score differences based on the grade variable were used in the data analysis. After ANOVA, Dunnett C test was used for determining the differences that emerged. The research examined the levels of speech anxiety of teacher candidates and found that this anxiety was especially prevalent in items such as 'Fear of speaking in front of an audience,' 'Feeling embarrassed when talking about myself to people,' and 'Getting excited when talking to someone of the opposite sex' with 'Always' responses. While no significant differences were found between gender and class levels, factor analysis results revealed that the FF and DC groups had lower environmental-focused anxiety and overall speech anxiety compared to the BA group.
{"title":"Analysis of Turkish Language Teacher Candidates' Speech Anxiety in Terms of Various Variables in the Context of 21st Century Skills","authors":"Emre DAĞAŞAN","doi":"10.17478/jegys.1368549","DOIUrl":"https://doi.org/10.17478/jegys.1368549","url":null,"abstract":"The requirements of the 21st century encompass not only grammar and vocabulary but also effective communication through oral, written, and ICT-mediated processes. The teaching profession should be embraced as an art of addressing the student's soul and nurturing individuals. Speech anxiety is a common condition encountered in communication, language learning, and teaching processes, which can negatively affect students' language skills. The aim of this article is to analyze the speech anxiety of Turkish language teacher candidates in terms of various variables. The research was conducted using a survey model where the 'Speech Anxiety Scale,' a 5-point Likert-type scale, was employed. The sample of the study consisted of 200 voluntary Turkish language teacher candidates continuing their education at two different universities in the Eastern Anatolia and Central Anatolia regions in 2023. Descriptive statistics (% and f), independent samples t-test to determine changes in scores based on participants' gender, one-way ANOVA for class levels, and one-way ANOVA analyses to determine score differences based on the grade variable were used in the data analysis. After ANOVA, Dunnett C test was used for determining the differences that emerged. The research examined the levels of speech anxiety of teacher candidates and found that this anxiety was especially prevalent in items such as 'Fear of speaking in front of an audience,' 'Feeling embarrassed when talking about myself to people,' and 'Getting excited when talking to someone of the opposite sex' with 'Always' responses. While no significant differences were found between gender and class levels, factor analysis results revealed that the FF and DC groups had lower environmental-focused anxiety and overall speech anxiety compared to the BA group.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"304 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135792965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There is a great need for intervention programs related to career studies in today's world where the importance of career studies is increasing day by day. Gifted children also feel necessary to career guidance more due to many factors such as their special talents, multi-potentials and early career awareness. The purpose of this study is to examine the effect of the "Turkish Science and Art Centers (SAC) Future Readiness Psychoeducation Program" developed for gifted middle school students who also continuing education in SAC. The aims of program are increasing career awareness, decreasing career decision making difficulties and effecting positively to future expectations. Thirty-two 7th grade students who were identified as gifted in Kilis province participated in the study. The study was designed in a pre-test post-test one-group quasi-experimental design. The data were analyzed using Mann Whitney U and Wilcoxon Signed Ranks Test from non-parametric techniques according to group structure. Career Decision Difficulties Scale (CDDS), Adolescent Future Expectations Scale (FESA) and program evaluation form were used as data collection tools. When the results of the study were evaluated, it was seen that the career development program prepared for gifted students reduced their career decision-making difficulties and positively affected their future expectations. It was observed that gifted female students had higher career decision-making difficulties than male students, while there was no significant difference in terms of future expectations. When the evaluation form data and opinions of the participants were examined, it was seen that the satisfaction with the program was high, the activities could be enriched in terms of practice, and it would be more beneficial to spread the activities over a wider period of time and implement them as a single activity in each session.
{"title":"Examining the Effect of the Future Readiness Psychoeducation Program on Gifted Students' Career Decision-Making Competencies and Future Expectations","authors":"Abdullah EKER","doi":"10.17478/jegys.1348101","DOIUrl":"https://doi.org/10.17478/jegys.1348101","url":null,"abstract":"There is a great need for intervention programs related to career studies in today's world where the importance of career studies is increasing day by day. Gifted children also feel necessary to career guidance more due to many factors such as their special talents, multi-potentials and early career awareness. The purpose of this study is to examine the effect of the \"Turkish Science and Art Centers (SAC) Future Readiness Psychoeducation Program\" developed for gifted middle school students who also continuing education in SAC. The aims of program are increasing career awareness, decreasing career decision making difficulties and effecting positively to future expectations. Thirty-two 7th grade students who were identified as gifted in Kilis province participated in the study. The study was designed in a pre-test post-test one-group quasi-experimental design. The data were analyzed using Mann Whitney U and Wilcoxon Signed Ranks Test from non-parametric techniques according to group structure. Career Decision Difficulties Scale (CDDS), Adolescent Future Expectations Scale (FESA) and program evaluation form were used as data collection tools. When the results of the study were evaluated, it was seen that the career development program prepared for gifted students reduced their career decision-making difficulties and positively affected their future expectations. It was observed that gifted female students had higher career decision-making difficulties than male students, while there was no significant difference in terms of future expectations. When the evaluation form data and opinions of the participants were examined, it was seen that the satisfaction with the program was high, the activities could be enriched in terms of practice, and it would be more beneficial to spread the activities over a wider period of time and implement them as a single activity in each session.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135792966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this research is to examine the emotional intelligence and sportsmanship behavior levels of student athletes who take part in the girls and boys basketball teams competing in the star and junior category in the basketball semi-finals organized by the Turkish School Sports Federation within the scope of school sports. In the research, it is envisaged that suggestions will be made for planning emotional intelligence training to improve the sportsmanship behavior of national and international professional basketball player candidates, and that it will make positive contributions to the sports lives of the athletes and indirectly to their social lives. Quantitative research method was used in the research. The sample of the research is a simple random sample of the 10-17 age group middle school and high school athletes participating in the girls and boys semi-finals in the school sports basketball star and youth a categories, which are included in the school sports activity program of the 2022-2023 season academic year. It consists of 239 students selected by the method. Emotional Intelligence and Multidimensional Sportsmanship Orientation scales were applied to the participants. SPSS statistical package program was used in the analysis of the obtained data. Frequency analysis, percentage trend analysis, factor analysis, correlation analysis were performed descriptively in the analyses. The findings obtained as a result of the analysis were interpreted and reported. According to the research results; a significant and weak relationship was found between the emotional intelligence and sportsmanship behavior levels of the athlete students. The use of emotional intelligence by basketball athlete students can be associated with their sportsmanship behaviors in basketball competitions. Course or weekly course topics that will increase the emotional intelligence development of students studying at this level can be added to the curriculum. In this sense, the study can give ideas about students' emotional intelligence training needs, career development and improvement areas.
{"title":"Investigation of the relationship between emotional intelligence and sportsmanship behavior levels of students participating in school sports","authors":"Hacı Şükrü TAŞTAN","doi":"10.17478/jegys.1348735","DOIUrl":"https://doi.org/10.17478/jegys.1348735","url":null,"abstract":"The aim of this research is to examine the emotional intelligence and sportsmanship behavior levels of student athletes who take part in the girls and boys basketball teams competing in the star and junior category in the basketball semi-finals organized by the Turkish School Sports Federation within the scope of school sports. In the research, it is envisaged that suggestions will be made for planning emotional intelligence training to improve the sportsmanship behavior of national and international professional basketball player candidates, and that it will make positive contributions to the sports lives of the athletes and indirectly to their social lives. Quantitative research method was used in the research. The sample of the research is a simple random sample of the 10-17 age group middle school and high school athletes participating in the girls and boys semi-finals in the school sports basketball star and youth a categories, which are included in the school sports activity program of the 2022-2023 season academic year. It consists of 239 students selected by the method. Emotional Intelligence and Multidimensional Sportsmanship Orientation scales were applied to the participants. SPSS statistical package program was used in the analysis of the obtained data. Frequency analysis, percentage trend analysis, factor analysis, correlation analysis were performed descriptively in the analyses. The findings obtained as a result of the analysis were interpreted and reported. According to the research results; a significant and weak relationship was found between the emotional intelligence and sportsmanship behavior levels of the athlete students. The use of emotional intelligence by basketball athlete students can be associated with their sportsmanship behaviors in basketball competitions. Course or weekly course topics that will increase the emotional intelligence development of students studying at this level can be added to the curriculum. In this sense, the study can give ideas about students' emotional intelligence training needs, career development and improvement areas.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135790465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: This study reflects teachers' opinions about the mathematics teaching programs for gifted students. As a method, " a case study", which is qualitative research, was used to reveal the existing problems related to a problem or situation in detail and to offer solutions. During the academic year 2022-2023, a study was conducted in Turkey with 57 mathematics teachers who work with gifted students in support education rooms and Science and Art Centers (BİLSEM). Data were collected using a structured interview form prepared on Google Forms. The content analysis method was used to interpret and make sense of the data. Participants' opinions on the educational needs, teacher competencies, mental and physical characteristics of gifted students, software use and mathematical proof processes were analyzed and various results were obtained. In this study, to increase the effectiveness of the program, it was suggested that the program should be updated by taking teachers' opinions into consideration, differentiated and enriched activities should be prepared by integrating technology, workshops should be equipped, and in-service training should be provided in various fields. It was also suggested that it would be beneficial to use a common program accepted all over the world in the education process of these children. Recommendations also include a common pathway for students, directing them to universities in line with their abilities and creating specific employment opportunities after graduation.
{"title":"An Investigation on the Mathematics Teaching Programs for Gifted Students Based on Teachers' Opinions","authors":"Derya ZENGİN, Menekşe Seden TAPAN BROUTIN","doi":"10.17478/jegys.1336705","DOIUrl":"https://doi.org/10.17478/jegys.1336705","url":null,"abstract":"Abstract: This study reflects teachers' opinions about the mathematics teaching programs for gifted students. As a method, \" a case study\", which is qualitative research, was used to reveal the existing problems related to a problem or situation in detail and to offer solutions. During the academic year 2022-2023, a study was conducted in Turkey with 57 mathematics teachers who work with gifted students in support education rooms and Science and Art Centers (BİLSEM). Data were collected using a structured interview form prepared on Google Forms. The content analysis method was used to interpret and make sense of the data. Participants' opinions on the educational needs, teacher competencies, mental and physical characteristics of gifted students, software use and mathematical proof processes were analyzed and various results were obtained. In this study, to increase the effectiveness of the program, it was suggested that the program should be updated by taking teachers' opinions into consideration, differentiated and enriched activities should be prepared by integrating technology, workshops should be equipped, and in-service training should be provided in various fields. It was also suggested that it would be beneficial to use a common program accepted all over the world in the education process of these children. Recommendations also include a common pathway for students, directing them to universities in line with their abilities and creating specific employment opportunities after graduation.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135791071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this study is to examine the relationship between gifted students' attitudes towards cooperative learning and their perfectionist structures and to investigate the views of gifted students on perfectionism and cooperative learning. This research is a mixed method research. Relational survey design was used in the quantitative part of the study. The relationship between the perfectionism levels of gifted students and their participation in cooperative learning environments was examined. In the qualitative part of the study, case study was used. By making more detailed examinations with semi-structured interview questions, it is aimed to touch on the perfectionist structures of gifted students and the reasons underlying the basic thoughts that affect whether they want to participate in cooperative learning environments or not. The sample of the research consists of 5th grade 242 gifted students studying at Science and Art Centers in Istanbul. In data collection, the Attitude Scale of Gifted Students towards Cooperative Learning and the Compatible-Incompatible Perfectionism Scale to determine their level of perfectionism. As a result of the research, it can be stated that students' attitudes towards cooperative learning are high, adaptive perfectionism is high, and maladaptive perfectionism is low. In the study, it was determined that there was a weak, positive and significant relationship between students' adaptive perfectionism and their attitudes towards avoidance and cooperative learning. It was determined that there was a moderate, positive and significant relationship between students' adaptive perfectionism and disposition. Accordingly, it can be said that as adaptive perfectionism increases, attitudes towards avoidance, disposition and cooperative learning increase. It was determined that adaptive perfectionism was a significant predictor of students' attitudes towards cooperative learning scale avoidance and disposition sub-dimension and attitude scores towards cooperative learning. According to this result, it can be said that the avoidance sub-dimension scores in their attitudes towards cooperative learning can be predicted by examining the adaptive perfectionism scores or situations of the students. Findings obtained semi-structured interview questions show that students have positive and negative attitudes towards cooperative learning and perfectionism. In line with the findings, suggestions are presented.
{"title":"INVESTIGATION OF THE RELATIONSHIP BETWEEN GIFTED STUDENTS' ATTITUDES TO COLLABORATIVE LEARNING AND THEIR PERFECTIONAL STRUCTURE","authors":"Şirin YILMAZ, Şefika DOĞAN","doi":"10.17478/jegys.1325115","DOIUrl":"https://doi.org/10.17478/jegys.1325115","url":null,"abstract":"The aim of this study is to examine the relationship between gifted students' attitudes towards cooperative learning and their perfectionist structures and to investigate the views of gifted students on perfectionism and cooperative learning. This research is a mixed method research. Relational survey design was used in the quantitative part of the study. The relationship between the perfectionism levels of gifted students and their participation in cooperative learning environments was examined. In the qualitative part of the study, case study was used. By making more detailed examinations with semi-structured interview questions, it is aimed to touch on the perfectionist structures of gifted students and the reasons underlying the basic thoughts that affect whether they want to participate in cooperative learning environments or not. The sample of the research consists of 5th grade 242 gifted students studying at Science and Art Centers in Istanbul. In data collection, the Attitude Scale of Gifted Students towards Cooperative Learning and the Compatible-Incompatible Perfectionism Scale to determine their level of perfectionism. As a result of the research, it can be stated that students' attitudes towards cooperative learning are high, adaptive perfectionism is high, and maladaptive perfectionism is low. In the study, it was determined that there was a weak, positive and significant relationship between students' adaptive perfectionism and their attitudes towards avoidance and cooperative learning. It was determined that there was a moderate, positive and significant relationship between students' adaptive perfectionism and disposition. Accordingly, it can be said that as adaptive perfectionism increases, attitudes towards avoidance, disposition and cooperative learning increase. It was determined that adaptive perfectionism was a significant predictor of students' attitudes towards cooperative learning scale avoidance and disposition sub-dimension and attitude scores towards cooperative learning. According to this result, it can be said that the avoidance sub-dimension scores in their attitudes towards cooperative learning can be predicted by examining the adaptive perfectionism scores or situations of the students. Findings obtained semi-structured interview questions show that students have positive and negative attitudes towards cooperative learning and perfectionism. In line with the findings, suggestions are presented.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135790566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：