The aim of this study is to conduct a bibliometric analysis of the articles written in the field of mathematics related to gifted students. Bibliometric analysis is the numerical examination of publications produced in a specific field and in a limited period and the relationships between these publications. The analysis included 104 research articles published in Turkish journals between 2010 and 2023 and accessed by searching Google Scholar, Dergipark and ULAKBIM databases. It is seen that the majority of the articles were written in 2020 (f: 18) and in Turkish (74%). A total of 52 articles by authors from 52 different institutions were found, and most of these articles belonged to MoNE teachers (f: 59, 27%). It was also found that the articles in this field were published in 69 different journals and the journals that published the most articles were "Turkish Journal of Gifted Intelligence" (5%) and "Journal of Gifted Education and Creavity" (5%). A total of 165 authors' publications on giftedness and mathematics were found and the authors who published the most were Avni Yıldız (f: 5) and Serdal Baltacı (f: 5). A total of 1244 words were used in the titles of the published articles and the words "gifted" (f: 57), "gifted" (f: 52), "students" (f: 41), "mathematics" (f: 37), "problem" (f: 31) were prominent. In the articles, 240 different keywords were used; "gifted students" (f: 18), "gifted students" (f: 16), "gifted students" (f: 12) and "problem solving" (f: 10) were the most preferred keywords. In 67% of the studies, fewer than 100 people were studied and the sample of students (f: 81, 78%) was preferred more. When the articles in the field of giftedness and mathematics were analyzed in terms of their purposes, "problem solving" (f: 24) and "STEM" (f: 13) came to the fore. In addition, 51 different scales were used in the analyzed articles and the most preferred scales were "Problem Solving Inventory (Heppner & Petersen, 1982)" (f: 4, 8%) and "Learning Styles Inventory (Kolb, 1984)" (f: 3, 6%). A total of 3364 different sources were cited in 104 articles; the most cited source in the field of giftedness was "Education of the Gifted and Talented (Davis G. A. & Rimm S.B., 1998)" (f: 16).
{"title":"Giftedness and mathematics education: a bibliometric analysis","authors":"Ayşe Arzu ARI, Barış DEMİR, Ebru ÇAKIR","doi":"10.17478/jegys.1356545","DOIUrl":"https://doi.org/10.17478/jegys.1356545","url":null,"abstract":"The aim of this study is to conduct a bibliometric analysis of the articles written in the field of mathematics related to gifted students. Bibliometric analysis is the numerical examination of publications produced in a specific field and in a limited period and the relationships between these publications. The analysis included 104 research articles published in Turkish journals between 2010 and 2023 and accessed by searching Google Scholar, Dergipark and ULAKBIM databases. It is seen that the majority of the articles were written in 2020 (f: 18) and in Turkish (74%). A total of 52 articles by authors from 52 different institutions were found, and most of these articles belonged to MoNE teachers (f: 59, 27%). It was also found that the articles in this field were published in 69 different journals and the journals that published the most articles were \"Turkish Journal of Gifted Intelligence\" (5%) and \"Journal of Gifted Education and Creavity\" (5%). A total of 165 authors' publications on giftedness and mathematics were found and the authors who published the most were Avni Yıldız (f: 5) and Serdal Baltacı (f: 5). A total of 1244 words were used in the titles of the published articles and the words \"gifted\" (f: 57), \"gifted\" (f: 52), \"students\" (f: 41), \"mathematics\" (f: 37), \"problem\" (f: 31) were prominent. In the articles, 240 different keywords were used; \"gifted students\" (f: 18), \"gifted students\" (f: 16), \"gifted students\" (f: 12) and \"problem solving\" (f: 10) were the most preferred keywords. In 67% of the studies, fewer than 100 people were studied and the sample of students (f: 81, 78%) was preferred more. When the articles in the field of giftedness and mathematics were analyzed in terms of their purposes, \"problem solving\" (f: 24) and \"STEM\" (f: 13) came to the fore. In addition, 51 different scales were used in the analyzed articles and the most preferred scales were \"Problem Solving Inventory (Heppner & Petersen, 1982)\" (f: 4, 8%) and \"Learning Styles Inventory (Kolb, 1984)\" (f: 3, 6%). A total of 3364 different sources were cited in 104 articles; the most cited source in the field of giftedness was \"Education of the Gifted and Talented (Davis G. A. & Rimm S.B., 1998)\" (f: 16).","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"14 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":"135792964","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 the study is to examine the achievement of secondary school students in mathematics courses based on psychological resilience and academic grit. In the research, descriptive survey model, one of the quantitative research methods, was used. In these places, data were collected from 102 students who attended the joint schools in Kocaeli in the 2022-2023 academic year. The study was based on taking volunteer individuals and informed consent was obtained from the people before participating. Appropriate expenditure was selected from the purposeful spending methods in measuring the study group. As a data collection tool to determine the limits of resilience and academic grit in children, the one-dimensional Brief Resilience Scale adapted by Smith et al. and Dogan (2015) was developed by Clark and Malecki (2019) and Sağkal et al (2020) one-dimensional "Academic Grit Scale" adapted into Turkish was used. In this study, students' mathematics achievement was determined according to the grades in the mathematics course at the end of the semester. Preliminary analyzes were made to examine the characteristics of the scales used and the assumption of normality. As a result of the reliability analysis performed to measure the reliability of the scales, the Cronbach Alpha coefficient of the Brief Psychological Resilience Scale was found to be =0.818 and the Cronbach's Alpha coefficient of the Academic Grit Scale was found to be =0.866. While analysis of variance (ANOVA) and t-test were used for group comparisons, correlation analysis was used to determine the relationship between psychological resilience and academic grit levels. All data analyzes were performed using the SPSS 23 statistical software program. According to the research results, it was seen that the psychological resilience levels of the students were medium and their academic grit levels were medium. Although there was no statistically significant difference in the evaluations made in the context of mathematics course achievement, it was observed that the achievement of the course increased as the levels of psychological resilience and academic grit increased. In terms of different variables, it was seen that academic grit levels did not differ according to gender. It was determined that the psychological resilience levels showed a statistically significant difference according to the gender variable and the psychological resilience of male students was higher. It was observed that the levels of psychological resilience and academic grit did not differ according to grade levels. It was observed that there was a positive and moderate relationship between secondary school students' achievement in mathematics course, psychological resilience levels and academic grit levels. In addition, it was determined that there was a positive and moderate relationship between students' psychological resilience levels and academic grit levels. It is expected that the findings to be obtained from the r
{"title":"Investigation of the effects of secondary school students' psychological resilience and academic grit levels on mathematics achievement","authors":"B. Demir","doi":"10.17478/jegys.1346129","DOIUrl":"https://doi.org/10.17478/jegys.1346129","url":null,"abstract":"The aim of the study is to examine the achievement of secondary school students in mathematics courses based on psychological resilience and academic grit. In the research, descriptive survey model, one of the quantitative research methods, was used. In these places, data were collected from 102 students who attended the joint schools in Kocaeli in the 2022-2023 academic year. The study was based on taking volunteer individuals and informed consent was obtained from the people before participating. Appropriate expenditure was selected from the purposeful spending methods in measuring the study group. As a data collection tool to determine the limits of resilience and academic grit in children, the one-dimensional Brief Resilience Scale adapted by Smith et al. and Dogan (2015) was developed by Clark and Malecki (2019) and Sağkal et al (2020) one-dimensional \"Academic Grit Scale\" adapted into Turkish was used. In this study, students' mathematics achievement was determined according to the grades in the mathematics course at the end of the semester. Preliminary analyzes were made to examine the characteristics of the scales used and the assumption of normality. As a result of the reliability analysis performed to measure the reliability of the scales, the Cronbach Alpha coefficient of the Brief Psychological Resilience Scale was found to be =0.818 and the Cronbach's Alpha coefficient of the Academic Grit Scale was found to be =0.866. While analysis of variance (ANOVA) and t-test were used for group comparisons, correlation analysis was used to determine the relationship between psychological resilience and academic grit levels. All data analyzes were performed using the SPSS 23 statistical software program. According to the research results, it was seen that the psychological resilience levels of the students were medium and their academic grit levels were medium. Although there was no statistically significant difference in the evaluations made in the context of mathematics course achievement, it was observed that the achievement of the course increased as the levels of psychological resilience and academic grit increased. In terms of different variables, it was seen that academic grit levels did not differ according to gender. It was determined that the psychological resilience levels showed a statistically significant difference according to the gender variable and the psychological resilience of male students was higher. It was observed that the levels of psychological resilience and academic grit did not differ according to grade levels. It was observed that there was a positive and moderate relationship between secondary school students' achievement in mathematics course, psychological resilience levels and academic grit levels. In addition, it was determined that there was a positive and moderate relationship between students' psychological resilience levels and academic grit levels. It is expected that the findings to be obtained from the r","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84875598","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}
As people increasingly rely on information and communication technology (ICT), a variety of cyber security issues are emerging, making improving cyber security awareness (CSA) an important topic. This quantitative study focuses on a group of college students from eight local public universities in China (n=1710) and aims to investigate their CSA and education levels using a 32-question questionnaire. Descriptive statistics and cross analysis were used to analyze the current situation related to cybersecurity in college. The results showed that nearly 50% of students spend more than four hours online, with female students spending more online time than males. Smartphones are currently the most popular devices, and spam is the most common issue they encounter. Descriptive statistics, independent samples t-test, and One-way ANOVA test were used to analyze the levels of CSA and education. For CSA, all students are still weak in their password practices. Male students have higher CSA levels in usage habit related to device and HTTP use, but female students perform better in social media. Majors do not make a significant difference in CSA, and freshmen perform better than juniors in device and HTTP application. Regarding cybersecurity education, almost all students believe that colleges need to strengthen information security education. Male students are more familiar with cybersecurity laws, and there are differences in the education methods chosen by students in different majors. Students majoring in computer-related fields prefer more specialized knowledge. This study not only provides valuable insights into the prevailing state of CSA among college students but also offers effective recommendations for enhancing cybersecurity education practices in colleges. The findings underscore the importance of addressing weaknesses in password practices and emphasize the need for comprehensive educational approaches that encompass various facets of cybersecurity. Institutions should consider tailoring their instructional strategies to meet the unique needs of students from diverse academic disciplines. Moreover, fostering awareness of cybersecurity laws and regulations is crucial for all students, regardless of their major.
{"title":"A survey on college students’ cybersecurity awareness and education from the perspective of China","authors":"Hongbo Guo, Hasan Tinmaz","doi":"10.17478/jegys.1323423","DOIUrl":"https://doi.org/10.17478/jegys.1323423","url":null,"abstract":"As people increasingly rely on information and communication technology (ICT), a variety of cyber security issues are emerging, making improving cyber security awareness (CSA) an important topic. This quantitative study focuses on a group of college students from eight local public universities in China (n=1710) and aims to investigate their CSA and education levels using a 32-question questionnaire. Descriptive statistics and cross analysis were used to analyze the current situation related to cybersecurity in college. The results showed that nearly 50% of students spend more than four hours online, with female students spending more online time than males. Smartphones are currently the most popular devices, and spam is the most common issue they encounter. Descriptive statistics, independent samples t-test, and One-way ANOVA test were used to analyze the levels of CSA and education. For CSA, all students are still weak in their password practices. Male students have higher CSA levels in usage habit related to device and HTTP use, but female students perform better in social media. Majors do not make a significant difference in CSA, and freshmen perform better than juniors in device and HTTP application. Regarding cybersecurity education, almost all students believe that colleges need to strengthen information security education. Male students are more familiar with cybersecurity laws, and there are differences in the education methods chosen by students in different majors. Students majoring in computer-related fields prefer more specialized knowledge. This study not only provides valuable insights into the prevailing state of CSA among college students but also offers effective recommendations for enhancing cybersecurity education practices in colleges. The findings underscore the importance of addressing weaknesses in password practices and emphasize the need for comprehensive educational approaches that encompass various facets of cybersecurity. Institutions should consider tailoring their instructional strategies to meet the unique needs of students from diverse academic disciplines. Moreover, fostering awareness of cybersecurity laws and regulations is crucial for all students, regardless of their major.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87676845","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}
Bu araştırmada amaç velilerin, özel yetenekli çocukların gelişim özelliklerini ne düzeyde tanımladıklarını ortaya koymak, özel yetenekli çocukları ile ilgili yaşadıkları zorlukları belirlemek ve özel yetenekli öğrencilerin eğitim ihtiyaçlarına ilişkin düşüncelerini tespit etmek amaçlanmıştır. Araştırmada nitel araştırma yöntemi kapsamında olgubilim deseni uygulanmıştır. Araştırmanın çalışma grubunu İstanbul İlinde yer alan bir bilim ve sanat merkezine yeni kayıtlı olan 252 veli oluşturmaktadır. Çalışmanın verileri araştırmanın desenine uygun olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış form kullanılarak görüşme tekniği ile elde elde edilmiştir. Elde edilen bulgular doğrultusunda araştırmaya katılan velilerin özel yetenekli çocukların özelliklerine ilişkin olarak yaşıtlarına oranla daha hızlı öğrendiklerini ve daha hızlı düşündüklerini belirtmekle beraber özel yeteneklilerin kendilerini ifade etmede başarılı olduklarını, yaratıcı düşündüklerini, matematik ve fen bilimleri derslerinde başarılı olduklarını belirtmişlerdir. Ayrıca araştırmaya katılan velilerin özel yetenekli çocuklarının teknoloji eğitimlerine, fen bilimleri ve matematik alanlardaki eğitimlere, yabancı dil, resim, robotik-kodlama eğitimlerine ihtiyaç duyduklarını belirtmişlerdir.
{"title":"Determination of Educational Needs of Special Talented Students","authors":"S. Demir","doi":"10.17478/jegys.1290094","DOIUrl":"https://doi.org/10.17478/jegys.1290094","url":null,"abstract":"Bu araştırmada amaç velilerin, özel yetenekli çocukların gelişim özelliklerini ne düzeyde tanımladıklarını ortaya koymak, özel yetenekli çocukları ile ilgili yaşadıkları zorlukları belirlemek ve özel yetenekli öğrencilerin eğitim ihtiyaçlarına ilişkin düşüncelerini tespit etmek amaçlanmıştır. Araştırmada nitel araştırma yöntemi kapsamında olgubilim deseni uygulanmıştır. Araştırmanın çalışma grubunu İstanbul İlinde yer alan bir bilim ve sanat merkezine yeni kayıtlı olan 252 veli oluşturmaktadır. Çalışmanın verileri araştırmanın desenine uygun olarak araştırmacı tarafından geliştirilen yarı yapılandırılmış form kullanılarak görüşme tekniği ile elde elde edilmiştir. Elde edilen bulgular doğrultusunda araştırmaya katılan velilerin özel yetenekli çocukların özelliklerine ilişkin olarak yaşıtlarına oranla daha hızlı öğrendiklerini ve daha hızlı düşündüklerini belirtmekle beraber özel yeteneklilerin kendilerini ifade etmede başarılı olduklarını, yaratıcı düşündüklerini, matematik ve fen bilimleri derslerinde başarılı olduklarını belirtmişlerdir. Ayrıca araştırmaya katılan velilerin özel yetenekli çocuklarının teknoloji eğitimlerine, fen bilimleri ve matematik alanlardaki eğitimlere, yabancı dil, resim, robotik-kodlama eğitimlerine ihtiyaç duyduklarını belirtmişlerdir.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82916750","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 objective of this research is to conclude the Turkish adaptation, validity, and reliability analysis of Swiatek's Social Coping Questionnaire (SCQ), which was first published in 1995. (However, the most recent 2001 version of the questionnaire is employed in this study.) A total of 266 gifted students (130 females and 136 males) participated in the study. The participants' ages ranged from 11 to 15. Exploratory and confirmatory factor analyses showed that the Turkish version of the scale retained the five-factor structure of the original scale. SCQ consists of 25 items in total and examines coping techniques using 5 subscales. Furthermore, the SCQ is a self-report, seven-point likert type questionnaire that assesses five coping styles: denying giftedness (7 item), social engagement (6 item), humor (3 item), and popularity (5 item). The factor loadings of the items are ranged from .79 to .40. The range of all item-total correlation coefficients was between .44 and .77. Cronbach Alpha Coefficients were determined as .77 for denying giftedness, .60 for social interaction, .60 for humor, .57 for popularity, and .48 for peer acceptance. Test re-test coefficients were as follows; .62 denying giftedness, .48 social interaction, .50 humor, .45 popularity, and .39 peer acceptance scale. The UCLA Loneliness Scale was administered to another gifted students sample to test the convergent validity of the instrument (n=102), as expected peer acceptance and humor subscale correlates negatively ( -.43) and denying giftedness subscale correlates positively (.27) with UCLA scores. The model fit was evaluated via confirmatory factor analysis using the structural equation modeling program. The analysis were performed on the 25 social coping items and resulting fit indices clearly revealed that the five-factor model of social coping provided a good fit to the data (x2 =437.08, df=262, (x2/df=1.66)), RMSEA=0.050, GFI= 0.88, CFI=0.85, NNFI=0.83, SRMR=0.072).
{"title":"Turkish adaptation of Social Coping Questionnaire for gifted students","authors":"Ayça KÖKSAL KONİK","doi":"10.17478/jegys.1318904","DOIUrl":"https://doi.org/10.17478/jegys.1318904","url":null,"abstract":"The objective of this research is to conclude the Turkish adaptation, validity, and reliability analysis of Swiatek's Social Coping Questionnaire (SCQ), which was first published in 1995. (However, the most recent 2001 version of the questionnaire is employed in this study.) A total of 266 gifted students (130 females and 136 males) participated in the study. The participants' ages ranged from 11 to 15. Exploratory and confirmatory factor analyses showed that the Turkish version of the scale retained the five-factor structure of the original scale. SCQ consists of 25 items in total and examines coping techniques using 5 subscales. Furthermore, the SCQ is a self-report, seven-point likert type questionnaire that assesses five coping styles: denying giftedness (7 item), social engagement (6 item), humor (3 item), and popularity (5 item). The factor loadings of the items are ranged from .79 to .40. The range of all item-total correlation coefficients was between .44 and .77. Cronbach Alpha Coefficients were determined as .77 for denying giftedness, .60 for social interaction, .60 for humor, .57 for popularity, and .48 for peer acceptance. Test re-test coefficients were as follows; .62 denying giftedness, .48 social interaction, .50 humor, .45 popularity, and .39 peer acceptance scale. The UCLA Loneliness Scale was administered to another gifted students sample to test the convergent validity of the instrument (n=102), as expected peer acceptance and humor subscale correlates negatively ( -.43) and denying giftedness subscale correlates positively (.27) with UCLA scores. The model fit was evaluated via confirmatory factor analysis using the structural equation modeling program. The analysis were performed on the 25 social coping items and resulting fit indices clearly revealed that the five-factor model of social coping provided a good fit to the data (x2 =437.08, df=262, (x2/df=1.66)), RMSEA=0.050, GFI= 0.88, CFI=0.85, NNFI=0.83, SRMR=0.072).","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73375386","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}
It is noteworthy that there is little research on the education of twice exceptional students. In fact, most of these studies are descriptive studies. The rarity of studies on twice exceptionality is due to the problems in diagnosis and the lack of knowledge and experience of teachers on this subject. There is no in-service training program for teachers on this subject. This research is a research on the problem of designing an in-service training program for teachers of students who twice exceptional students. This research is action research model because the researcher is both the practitioner and the researcher of the research and takes the role of an active solver for the solutions to the problem. Document analysis is suitable for the research technique in terms of designing the training program by searching and analysing the relevant literature. Selecting of participants process; Bursa province, which is a medium-development province in Turkey, was chosen for the research. In the study, a special special education rehabilitation center where learning disability and giftedness are seen together and the probability of being seen is very high was chosen. Fifteen special education teachers working in this institution formed the study group of the research. Two data collection tools was used in this research that are Teacher Needs Analysis Determination Form; It was created to determine the knowledge, experience and proficiency levels of teachers who are interested in the education of different students twice. In the creation of this form, first of all, a literature review was made, a draft form was created, and then the form was finalized by referring to the expert opinion. Teacher needs analysis form consists of 6 dimensions and 12 questions. Documents; Since there are not many documents related to the education of twice exceptionalty, documents suitable for teacher training for gifted education and learning difficulties were selected. Teacher In-Service Training Program Preparation Process; In the preparation of the in-service training program, the Taba Model, in which the inductive approach is used, was used. The program, designed as a result of the research, consists of 6 sessions and 11 instructional stages. In this program, there are 17 outcomes that are expected to be developed by teachers. For the realization of these outcomes, 15 instructional designs (activities) were created. The duration of the training program was determined as 10 hours, with an average of 40 minutes for each activity. The in-service training program prepared for students who twice exceptionality has the feature of improving teachers' self-regulation and exhibits a program approach to direct their own learning. Therefore, the activities progress on the worksheets and by giving instructions.
{"title":"Developing of in-service training program for teacher working with gifted learning disabled students","authors":"H. Tortop, Gökhan Ilgaz","doi":"10.17478/jegys.1329220","DOIUrl":"https://doi.org/10.17478/jegys.1329220","url":null,"abstract":"It is noteworthy that there is little research on the education of twice exceptional students. In fact, most of these studies are descriptive studies. The rarity of studies on twice exceptionality is due to the problems in diagnosis and the lack of knowledge and experience of teachers on this subject. There is no in-service training program for teachers on this subject. This research is a research on the problem of designing an in-service training program for teachers of students who twice exceptional students. This research is action research model because the researcher is both the practitioner and the researcher of the research and takes the role of an active solver for the solutions to the problem. Document analysis is suitable for the research technique in terms of designing the training program by searching and analysing the relevant literature. Selecting of participants process; Bursa province, which is a medium-development province in Turkey, was chosen for the research. In the study, a special special education rehabilitation center where learning disability and giftedness are seen together and the probability of being seen is very high was chosen. Fifteen special education teachers working in this institution formed the study group of the research. Two data collection tools was used in this research that are Teacher Needs Analysis Determination Form; It was created to determine the knowledge, experience and proficiency levels of teachers who are interested in the education of different students twice. In the creation of this form, first of all, a literature review was made, a draft form was created, and then the form was finalized by referring to the expert opinion. Teacher needs analysis form consists of 6 dimensions and 12 questions. Documents; Since there are not many documents related to the education of twice exceptionalty, documents suitable for teacher training for gifted education and learning difficulties were selected. Teacher In-Service Training Program Preparation Process; In the preparation of the in-service training program, the Taba Model, in which the inductive approach is used, was used. The program, designed as a result of the research, consists of 6 sessions and 11 instructional stages. In this program, there are 17 outcomes that are expected to be developed by teachers. For the realization of these outcomes, 15 instructional designs (activities) were created. The duration of the training program was determined as 10 hours, with an average of 40 minutes for each activity. The in-service training program prepared for students who twice exceptionality has the feature of improving teachers' self-regulation and exhibits a program approach to direct their own learning. Therefore, the activities progress on the worksheets and by giving instructions.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89260727","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 concept of encryption is noteworthy in terms of both familiarizing mathematically gifted students with technological developments and working with mathematically challenging tasks. Once the proper foundations are established, students can begin to formalize encryption and decryption with algebraic formulas. Encryption can be an important resource for developing functional thinking. Based on the given information, this study designed an encryption algorithm through linear patterns that can be presented as a teaching task in classroom environments to students who are learning at elementary school level and explained the implementation process. The task named “Encryption arising from patterns” is considered important in terms of both creating an encryption algorithm and providing content for the development of mathematical patterns and therefore functional thinking. In the task of “Encryption arising from patterns”, the general term of the linear pattern was created by starting from two prime numbers. The numbers corresponding to the first 29 terms of this linear pattern have been calculated. The letters of the alphabet and the terms of the pattern were paired in order. Then, Caeser’s Cipher was applied to the letters in the alphabet. Thus, the numbers corresponding to the key letters were assigned to the letters in plaintext. The letters of plaintext were sent to the receiver along with the numbers corresponding to the key letters and the first three steps of the linear pattern, and the encryption task was completed.
{"title":"A new encryption task for mathematically gifted students: Encryption arising from patterns","authors":"F. Erdoğan, Neslihan Gül","doi":"10.17478/jegys.1320464","DOIUrl":"https://doi.org/10.17478/jegys.1320464","url":null,"abstract":"The concept of encryption is noteworthy in terms of both familiarizing mathematically gifted students with technological developments and working with mathematically challenging tasks. Once the proper foundations are established, students can begin to formalize encryption and decryption with algebraic formulas. Encryption can be an important resource for developing functional thinking. Based on the given information, this study designed an encryption algorithm through linear patterns that can be presented as a teaching task in classroom environments to students who are learning at elementary school level and explained the implementation process. The task named “Encryption arising from patterns” is considered important in terms of both creating an encryption algorithm and providing content for the development of mathematical patterns and therefore functional thinking. In the task of “Encryption arising from patterns”, the general term of the linear pattern was created by starting from two prime numbers. The numbers corresponding to the first 29 terms of this linear pattern have been calculated. The letters of the alphabet and the terms of the pattern were paired in order. Then, Caeser’s Cipher was applied to the letters in the alphabet. Thus, the numbers corresponding to the key letters were assigned to the letters in plaintext. The letters of plaintext were sent to the receiver along with the numbers corresponding to the key letters and the first three steps of the linear pattern, and the encryption task was completed.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87746958","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 present study aimed to determine the critical reading self-efficacy levels of gifted students and to discuss certain variables that affect self-efficacy levels. The study was conducted with 299 (Female: 138, Male: 161) students attending four Science and Arts Centers (SACs) in Ankara during the 2022-2023 academic year. The participant were 5th and 6th grade students in the Recognition of Individual Talent (RIT) program. Participant Data Form and Critical Reading Self-Efficacy Scale were used to collect the omit data. The study was designed with the quantitative relational research method and the analyses were conducted on the SPSS software. The study findings were analyzed with descriptive statistics, independent samples t-test, and ANOVA. Analysis findings revealed that the critical reading self-efficacy levels of the gifted students were high. Ownership of a private library significantly affected the critical reading self-efficacy levels of the gifted students. In other words, the critical reading self-efficacy level of the students who had a library was higher than those who did not. Furthermore, students who read books every day had higher critical reading self-efficacy skills when compared to the students who did not read books every day. Other study findings demonstrated that gender, education level of the parents and household income did not have a significant effect on the critical reading self-efficacy level. In the study, it was also determined that gifted students mostly read science fiction and scientific books.
{"title":"Critical reading self-efficacy of gifted students","authors":"Eren Ağin, Elif Öznur Tokgöz, Özlem Ortak Kılınç","doi":"10.17478/jegys.1320306","DOIUrl":"https://doi.org/10.17478/jegys.1320306","url":null,"abstract":"The present study aimed to determine the critical reading self-efficacy levels of gifted students and to discuss certain variables that affect self-efficacy levels. The study was conducted with 299 (Female: 138, Male: 161) students attending four Science and Arts Centers (SACs) in Ankara during the 2022-2023 academic year. The participant were 5th and 6th grade students in the Recognition of Individual Talent (RIT) program. Participant Data Form and Critical Reading Self-Efficacy Scale were used to collect the omit data. The study was designed with the quantitative relational research method and the analyses were conducted on the SPSS software. The study findings were analyzed with descriptive statistics, independent samples t-test, and ANOVA. Analysis findings revealed that the critical reading self-efficacy levels of the gifted students were high. Ownership of a private library significantly affected the critical reading self-efficacy levels of the gifted students. In other words, the critical reading self-efficacy level of the students who had a library was higher than those who did not. Furthermore, students who read books every day had higher critical reading self-efficacy skills when compared to the students who did not read books every day. Other study findings demonstrated that gender, education level of the parents and household income did not have a significant effect on the critical reading self-efficacy level. In the study, it was also determined that gifted students mostly read science fiction and scientific books.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87215476","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}
Bu araştırmada, Bilim ve Sanat Merkezlerinde öğrenim gören öğrencilerin farklı özelliklerinin bir modellenmesi amaçlandığından, araştırma betimsel nitelikte olup, desen olarak tarama modeli seçilmiştir [211]. Çalışmada değişkenlerin birbirleri ile olan etkileşimlerinin şemayla gösterilmesi sağlanarak yapılan modele yol analizi tekniği denilmektedir. Yol (path) analizi, gözlenen değişken ve örtük (latent) değişkenler olmak şeklinde iki farklı türde yapılabilir [212]. Bu çalışma kapsamında üstün yetenekli öğrencilerin; bilim öğrenmede öz düzenleme becerileri, bilimsel araştırma ve süreç becerileri, bilim tarihi ve felsefe bilgisi, düşünme becerileri ve bilimsel yaratıcılık gibi özelliklerini belirleyen değişkenlerinin gözlenebilen bir değişken olması nedeni ile gözlenen değişkenler ile yapılan yol analizi türü seçilmiştir.
{"title":"Examination of EPGBU Model proposed for academically gifted student with Structural Equation Mod","authors":"H. Tortop","doi":"10.17478/jegys.1303383","DOIUrl":"https://doi.org/10.17478/jegys.1303383","url":null,"abstract":"Bu araştırmada, Bilim ve Sanat Merkezlerinde öğrenim gören öğrencilerin farklı özelliklerinin bir modellenmesi amaçlandığından, araştırma betimsel nitelikte olup, desen olarak tarama modeli seçilmiştir [211]. Çalışmada değişkenlerin birbirleri ile olan etkileşimlerinin şemayla gösterilmesi sağlanarak yapılan modele yol analizi tekniği denilmektedir. Yol (path) analizi, gözlenen değişken ve örtük (latent) değişkenler olmak şeklinde iki farklı türde yapılabilir [212]. Bu çalışma kapsamında üstün yetenekli öğrencilerin; bilim öğrenmede öz düzenleme becerileri, bilimsel araştırma ve süreç becerileri, bilim tarihi ve felsefe bilgisi, düşünme becerileri ve bilimsel yaratıcılık gibi özelliklerini belirleyen değişkenlerinin gözlenebilen bir değişken olması nedeni ile gözlenen değişkenler ile yapılan yol analizi türü seçilmiştir.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86536695","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}
Reading is a complex psychological task that involves rapid movements of both eyes in the same direction (saccades) from one word to the next, or, occasionally, backwards to previously encountered text. Eye movement provides a sensitive window into cognitive processing during reading and reading skills are associated with various eye movement parameters, total number of saccades and saccadic amplitudes. This is due to the knowledge that brain areas compromised by HIV infection also control saccadic eye movements. The aim of this study was to investigate the relationship between saccadic eye movements in children with HIV/AIDS on Highly Active Antiretroviral Therapy (HAART). With a descriptive cross-sectional design, 128 conveniently accessed male and female participants of ages 6 years to 13 years 11 months had their saccadic eye movements evaluated. The tool used to screen for saccadic eye movement abnormalities was a numerical reading test called the Development Eye Movement (DEM) test. Descriptive and inferential statistics was developed using SAS. Seventy-eight percent (78%) of participants had minimal immunosuppression and 65% had undetectable viral loads. The DEM test classified participants into four Behaviour Types based on their performances in this timed reading test. Ninety-three percent (93%) had vertical times and 92% had horizontal times that were outside of the specified test norms. The Behaviour Types revealed that 53% had automaticity problems (Type 3), 22% had both eye movement and automaticity problems (Type 4), 8% had no problems (Type 1) and only 3% had eye movement problems (Type 2). The association between the viral load with Behaviour Types (p=0.2) and the CD4 count against the behaviour types (p=0.17) were not statistically significant, hence no relationship could be established. More than half of the sample population manifested automaticity problems. What could not be determined was whether the automaticity problems found in this population were related to the neurocognitive functioning or neurodevelopmental delays which are known to exist in children with HIV/AIDS despite being on HAART, or if it was due to other factors. No relationship could be established between the Behaviour Types specified in the DEM test and the HIV biomarkers despite the DEM performances being largely outside of the standardised norms.
{"title":"Investigation of saccadic eye movement abnormalities in children with HIV/AIDS on HAART","authors":"Nashua Nai̇cker","doi":"10.17478/jegys.1279540","DOIUrl":"https://doi.org/10.17478/jegys.1279540","url":null,"abstract":"Reading is a complex psychological task that involves rapid movements of both eyes in the same direction (saccades) from one word to the next, or, occasionally, backwards to previously encountered text. Eye movement provides a sensitive window into cognitive processing during reading and reading skills are associated with various eye movement parameters, total number of saccades and saccadic amplitudes. This is due to the knowledge that brain areas compromised by HIV infection also control saccadic eye movements. The aim of this study was to investigate the relationship between saccadic eye movements in children with HIV/AIDS on Highly Active Antiretroviral Therapy (HAART). With a descriptive cross-sectional design, 128 conveniently accessed male and female participants of ages 6 years to 13 years 11 months had their saccadic eye movements evaluated. The tool used to screen for saccadic eye movement abnormalities was a numerical reading test called the Development Eye Movement (DEM) test. Descriptive and inferential statistics was developed using SAS. Seventy-eight percent (78%) of participants had minimal immunosuppression and 65% had undetectable viral loads. The DEM test classified participants into four Behaviour Types based on their performances in this timed reading test. Ninety-three percent (93%) had vertical times and 92% had horizontal times that were outside of the specified test norms. The Behaviour Types revealed that 53% had automaticity problems (Type 3), 22% had both eye movement and automaticity problems (Type 4), 8% had no problems (Type 1) and only 3% had eye movement problems (Type 2). The association between the viral load with Behaviour Types (p=0.2) and the CD4 count against the behaviour types (p=0.17) were not statistically significant, hence no relationship could be established. More than half of the sample population manifested automaticity problems. What could not be determined was whether the automaticity problems found in this population were related to the neurocognitive functioning or neurodevelopmental delays which are known to exist in children with HIV/AIDS despite being on HAART, or if it was due to other factors. No relationship could be established between the Behaviour Types specified in the DEM test and the HIV biomarkers despite the DEM performances being largely outside of the standardised norms.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"93 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74095675","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}
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