The importance of assessments in education cannot be over-emphasised. The reason is that assessments not only promote students' learning but also evaluate students' competencies, particularly in the field of health sciences, such as acupuncture. Therefore, it is crucial for higher education institutions to ensure that assessments in their programmes are valid and reliable. However, there is a distinct lack of research focusing on assessments in acupuncture programmes. This study aimed to explore students' views and experiences of an acupuncture programme at a higher education institution within the South African context. The revised Bloom's Taxonomy was utilised as the theoretical lens to understanding students' views and experiences. A qualitative single case study design was employed in this study. The authors followed a purposive sampling strategy to recruit participants from a public university in South Africa. Ten participants were selected for this study. Thematic analysis was utilised in this study. The findings of this study highlighted that participants acknowledged the importance of assessments in the acupuncture programmes. They reported that it was necessary for lecturers to utilise diverse assessment approaches in teaching. The findings of this study further suggested the significance of frequent assessment in promoting students' learning. This study concluded that there is no specific assessment superior to the other. Appropriate assessment techniques should be selected to meet the purpose of the assessment in the programme.
{"title":"Assessment in a health science programme at a South African university: views and experiences of students","authors":"Zijing Hu, R. Venketsamy","doi":"10.17478/jegys.1264118","DOIUrl":"https://doi.org/10.17478/jegys.1264118","url":null,"abstract":"The importance of assessments in education cannot be over-emphasised. The reason is that assessments not only promote students' learning but also evaluate students' competencies, particularly in the field of health sciences, such as acupuncture. Therefore, it is crucial for higher education institutions to ensure that assessments in their programmes are valid and reliable. However, there is a distinct lack of research focusing on assessments in acupuncture programmes. This study aimed to explore students' views and experiences of an acupuncture programme at a higher education institution within the South African context. The revised Bloom's Taxonomy was utilised as the theoretical lens to understanding students' views and experiences. A qualitative single case study design was employed in this study. The authors followed a purposive sampling strategy to recruit participants from a public university in South Africa. Ten participants were selected for this study. Thematic analysis was utilised in this study. The findings of this study highlighted that participants acknowledged the importance of assessments in the acupuncture programmes. They reported that it was necessary for lecturers to utilise diverse assessment approaches in teaching. The findings of this study further suggested the significance of frequent assessment in promoting students' learning. This study concluded that there is no specific assessment superior to the other. Appropriate assessment techniques should be selected to meet the purpose of the assessment in the programme.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"527 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77112755","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}
Globalization has also been reflected in mathematics education, and as a result, international exams, in which Turkey also participate, have become widespread since the 20th century. After participating in international exams in Turkey, it started to make changes in the questions in the exams it held throughout the country. The most striking of these changes is the preparation of skill-based questions that measure metacognitive skills in the High School Entrance System exam. In order to solve such questions effectively, as emphasized in the mathematics curriculum, the problem solving process must be managed well and correctly. In this research, it is aimed to examine the processes of solving skill-based questions about multipliers and multiples. The difficulties experienced by the students in the process of solving skill-based questions and the points they missed were determined. In this study, case study, one of the qualitative research methods, was used. The study group consists of 8 students, 4 of whom are highly successful in mathematics and 4 of whom are gifted, studying in the 8th grade. The Factors and Multiples Achievement Test consisting of 10 open-ended questions was developed in order to measure the students' skills on the subject of multipliers and multiples. While applying the Multipliers and Multiples Achievement Test, we conducted a clinical interview with each student and enabled the students to solve the questions by thinking aloud. We made the descriptive analysis of the obtained data according to the Polya’ problem solving steps. While presenting the findings, we made use of the tables and interpreted them according to each question and step. As a result of the research, we determined that the students who successfully realized the step of understanding the problem were able to perform the other steps and solve the questions correctly. We also found that students who are successful in mathematics try to apply Polya's problem solving steps more and are more successful than gifted students. According to these results, we recommend that students use Polya's problem-solving steps effectively while solving problems and that the research results should be investigated in more detail
{"title":"The process of solving skill-based problems about multipliers and multiples by advanced learners in math and gifted students","authors":"E. Altintaş, Müjdat Karadağ","doi":"10.17478/jegys.1299832","DOIUrl":"https://doi.org/10.17478/jegys.1299832","url":null,"abstract":"Globalization has also been reflected in mathematics education, and as a result, international exams, in which Turkey also participate, have become widespread since the 20th century. After participating in international exams in Turkey, it started to make changes in the questions in the exams it held throughout the country. The most striking of these changes is the preparation of skill-based questions that measure metacognitive skills in the High School Entrance System exam. In order to solve such questions effectively, as emphasized in the mathematics curriculum, the problem solving process must be managed well and correctly. In this research, it is aimed to examine the processes of solving skill-based questions about multipliers and multiples. The difficulties experienced by the students in the process of solving skill-based questions and the points they missed were determined. In this study, case study, one of the qualitative research methods, was used. The study group consists of 8 students, 4 of whom are highly successful in mathematics and 4 of whom are gifted, studying in the 8th grade. The Factors and Multiples Achievement Test consisting of 10 open-ended questions was developed in order to measure the students' skills on the subject of multipliers and multiples. While applying the Multipliers and Multiples Achievement Test, we conducted a clinical interview with each student and enabled the students to solve the questions by thinking aloud. We made the descriptive analysis of the obtained data according to the Polya’ problem solving steps. While presenting the findings, we made use of the tables and interpreted them according to each question and step. As a result of the research, we determined that the students who successfully realized the step of understanding the problem were able to perform the other steps and solve the questions correctly. We also found that students who are successful in mathematics try to apply Polya's problem solving steps more and are more successful than gifted students. According to these results, we recommend that students use Polya's problem-solving steps effectively while solving problems and that the research results should be investigated in more detail","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"51 9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89819588","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 purpose of this research is to examine the "mental well-being of Visual Arts Teachers of Science and Art Center in terms of some variables. In this context, mental well-being levels of visual arts teachers were examined in terms of "gender", "seniority", "martial status" and "education level" variables. It is a descriptive study in the survey model, which is one of the quantitative research methods. The population of the research consists of 234 visual art teachers working in Science and Art Centers in the academic year of 2021-2022. The sample of the research consists of 171 visual arts teachers selected by the easily accessible sampling method in the Science and Art Centers. The data of the study were collected with the data collection tool "Warwick-Edinburgh Mental Well-Being Scale" developed by Tennant et al. (2007) and adapted into Turkish by Keldal (2015). have become it has emerged. In addition, it was revealed that visual arts teachers' having different gender, age, marital status and education level did not make a significant difference on mental well-being levels.
摘要本研究的目的是透过一些变量来检视理科与艺术中心视觉艺术教师的心理健康状况。在此背景下，我们从“性别”、“资历”、“军衔”和“学历”四个变量来考察视觉艺术教师的心理健康水平。这是一种定量研究方法——调查模型中的描述性研究。研究对象为2021-2022学年在科学和艺术中心工作的234名视觉艺术教师。本研究样本由171名视觉艺术教师组成，采用易接近的抽样方法在科学和艺术中心选择。本研究的数据是通过Tennant等人(2007)开发的数据收集工具“Warwick-Edinburgh Mental well - Scale”收集的，由Keldal(2015)改编成土耳其语。已成已成。此外，不同性别、年龄、婚姻状况、文化程度对视觉艺术教师的心理幸福感水平没有显著影响。
{"title":"Visual arts teachers’ mental well-being nurturing gifted students","authors":"Serkan Yavuz, Musa Polat, İsa Polat, Cengiz Arı","doi":"10.17478/jegys.1287793","DOIUrl":"https://doi.org/10.17478/jegys.1287793","url":null,"abstract":"The purpose of this research is to examine the \"mental well-being of Visual Arts Teachers of Science and Art Center in terms of some variables. In this context, mental well-being levels of visual arts teachers were examined in terms of \"gender\", \"seniority\", \"martial status\" and \"education level\" variables. It is a descriptive study in the survey model, which is one of the quantitative research methods. The population of the research consists of 234 visual art teachers working in Science and Art Centers in the academic year of 2021-2022. The sample of the research consists of 171 visual arts teachers selected by the easily accessible sampling method in the Science and Art Centers. The data of the study were collected with the data collection tool \"Warwick-Edinburgh Mental Well-Being Scale\" developed by Tennant et al. (2007) and adapted into Turkish by Keldal (2015). have become it has emerged. In addition, it was revealed that visual arts teachers' having different gender, age, marital status and education level did not make a significant difference on mental well-being levels.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85132069","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}
ÖZET Bu araştırmanın amacı, Milli Eğitim Bakanlığı çatısı altında faaliyet gösteren Güzel Sanatlar Liselerinde okutulmakta olan kabak kemane ders kitaplarını biçim ve içerik yönünden incelemektir. Söz konusu kitaplar, 2018 yılında Milli Eğitim Bakanlığı Talim Terbiye Kurulunca onaylanarak yayımlanan “Çalgı Eğitimi-Kemane Öğretim Programı” kapsamında 2019 senesinde hazırlanarak yayımlanmıştır. Araştırma kapsamında nitel araştırma yöntemlerinden doküman analizi yöntemi kullanılmıştır. Araştırma için belirlenmiş olan kitaplar; teknik tasarım ve düzenleme, öğretme-öğrenme faaliyetleri ve ölçme-değerlendirme faaliyetleri temaları altında incelenmiştir. Yapılan analizler neticesinde; özellikle 9. sınıf ders kitabının her üç tema için de farklılık gösterdiği, 10. sınıftan itibaren kitapların temalara göre birbirine benzerlik gösterdiği sonucuna ulaşılmıştır. Araştırmada ayrıca, 2018 yılında hazırlanmış olan “Çalgı Eğitimi-Kemane Öğretim Programı” kapsamında belirlenen hedeflere göre kitapların hazırlandığı, kitaplardaki öğretme-öğrenme faaliyetlerinde etüt ve eser icrasına sıklıkla yer verildiği, ölçme değerlendirme temasında ise özellikle 11 ve 12. sınıflarda öğrencilere “etüt çalışması, beste çalışması” gibi özgün çalışmalar yapma imkânı tanındığı belirlenmiştir. Bununla birlikte, ünitelerin başında, öğrencilerin ilgili ünitede elde edecekleri kazanımlar konusunda herhangi bir bilgiye yer verilmediği tespit edilmiştir.
{"title":"GÜZEL SANATLAR LİSESİ ÇALGI EĞİTİMİ-KABAK KEMANE EĞİTİMİ DERS KİTAPLARININ BİÇİM VE İÇERİK YÖNÜNDEN İNCELENMESİ","authors":"Erdem Çağlar, Seyithan Deni̇z","doi":"10.17478/jegys.1284039","DOIUrl":"https://doi.org/10.17478/jegys.1284039","url":null,"abstract":"ÖZET \u0000Bu araştırmanın amacı, Milli Eğitim Bakanlığı çatısı altında faaliyet gösteren Güzel Sanatlar Liselerinde okutulmakta olan kabak kemane ders kitaplarını biçim ve içerik yönünden incelemektir. Söz konusu kitaplar, 2018 yılında Milli Eğitim Bakanlığı Talim Terbiye Kurulunca onaylanarak yayımlanan “Çalgı Eğitimi-Kemane Öğretim Programı” kapsamında 2019 senesinde hazırlanarak yayımlanmıştır. Araştırma kapsamında nitel araştırma yöntemlerinden doküman analizi yöntemi kullanılmıştır. Araştırma için belirlenmiş olan kitaplar; teknik tasarım ve düzenleme, öğretme-öğrenme faaliyetleri ve ölçme-değerlendirme faaliyetleri temaları altında incelenmiştir. Yapılan analizler neticesinde; özellikle 9. sınıf ders kitabının her üç tema için de farklılık gösterdiği, 10. sınıftan itibaren kitapların temalara göre birbirine benzerlik gösterdiği sonucuna ulaşılmıştır. Araştırmada ayrıca, 2018 yılında hazırlanmış olan “Çalgı Eğitimi-Kemane Öğretim Programı” kapsamında belirlenen hedeflere göre kitapların hazırlandığı, kitaplardaki öğretme-öğrenme faaliyetlerinde etüt ve eser icrasına sıklıkla yer verildiği, ölçme değerlendirme temasında ise özellikle 11 ve 12. sınıflarda öğrencilere “etüt çalışması, beste çalışması” gibi özgün çalışmalar yapma imkânı tanındığı belirlenmiştir. Bununla birlikte, ünitelerin başında, öğrencilerin ilgili ünitede elde edecekleri kazanımlar konusunda herhangi bir bilgiye yer verilmediği tespit edilmiştir.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82131621","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}
TIn values education, the primary school period (7-9 years), which is the most important stage in the character development of individuals, and indirectly the classroom teachers are very important. Primary school teachers play a critical role in the implementation of the values education curriculum that has been given importance recently. The purpose of this research is to examine the views of primary school teachers on values education in primary school curriculum. In the study using descriptive survey model, quantitative method was used. Purposive sampling method was used in the research. In this context, the sample of the study consisted of 281 classroom teachers in the city center of Tokat in the 2020-2021 academic year. In the study, an opinion scale on value education developed by Başçı (2012) was used to collect quantitative data. Frequency, percentage, t-test for independent groups and one-way analysis of variance were used in the analysis of the data. Considering the results of the research; effective value education, value in the curriculum and the general sum of all sub-dimensions in favor of female teachers in the opinions of teachers on values education; in favor of teachers in the 20-29 age group in the general sum of all sub-dimensions; It was found that the views on the family-environment-media sub-dimension were in favor of the teachers working for 1-5 years. It was found that there was no significant difference in the grand total of all sub-dimensions according to the classes they taught.
{"title":"Opinions of classroom teachers on values education in primary school curriculum","authors":"Servet Özcan","doi":"10.17478/jegys.1300101","DOIUrl":"https://doi.org/10.17478/jegys.1300101","url":null,"abstract":"TIn values education, the primary school period (7-9 years), which is the most important stage in the character development of individuals, and indirectly the classroom teachers are very important. Primary school teachers play a critical role in the implementation of the values education curriculum that has been given importance recently. The purpose of this research is to examine the views of primary school teachers on values education in primary school curriculum. In the study using descriptive survey model, quantitative method was used. Purposive sampling method was used in the research. In this context, the sample of the study consisted of 281 classroom teachers in the city center of Tokat in the 2020-2021 academic year. In the study, an opinion scale on value education developed by Başçı (2012) was used to collect quantitative data. Frequency, percentage, t-test for independent groups and one-way analysis of variance were used in the analysis of the data. Considering the results of the research; effective value education, value in the curriculum and the general sum of all sub-dimensions in favor of female teachers in the opinions of teachers on values education; in favor of teachers in the 20-29 age group in the general sum of all sub-dimensions; It was found that the views on the family-environment-media sub-dimension were in favor of the teachers working for 1-5 years. It was found that there was no significant difference in the grand total of all sub-dimensions according to the classes they taught.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75943381","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}
Student engagement plays an important role in promoting student success at higher education institutions. It is of profound significance to improve student engagement through the utilisation of effective pedagogical approaches, such as game-based learning. However, there is a lack of study in the South African context focusing on game-based learning at higher education institutions. This study aimed to explore students’ views and experiences on game-based learning at an identified university in South Africa. The student-centred learning theory was anchored in this study as a theoretical lens. In this study, the authors adopted a qualitative single case study design within an interpretivist paradigm. A purposive sampling technique was followed to recruit participants from a public university in South Africa, with six participants recruited for this study. The authors utilised thematic analysis to analyse the data. The findings of this study revealed that participants shared positive views and attitudes toward game-based learning. They believed that game-based learning significantly motivated them in the learning process. Furthermore, game-based learning also reduced their stress in learning compared to the learning in normal classrooms. They reported that game-based learning not only improved their engagement in learning but also enhanced their knowledge and skills. This study also highlighted that game-based learning should be well-planned to avoid demotivating students. It can be concluded that game-based learning is an effective approach to improve student engagement. Further studies should be conducted with diverse research approaches at different higher education institutions.
{"title":"Promoting students’ engagement in higher education through game-based learning: A South African case study","authors":"Zijing Hu, Radmila Razlog","doi":"10.17478/jegys.1277401","DOIUrl":"https://doi.org/10.17478/jegys.1277401","url":null,"abstract":"Student engagement plays an important role in promoting student success at higher education institutions. It is of profound significance to improve student engagement through the utilisation of effective pedagogical approaches, such as game-based learning. However, there is a lack of study in the South African context focusing on game-based learning at higher education institutions. This study aimed to explore students’ views and experiences on game-based learning at an identified university in South Africa. The student-centred learning theory was anchored in this study as a theoretical lens. In this study, the authors adopted a qualitative single case study design within an interpretivist paradigm. A purposive sampling technique was followed to recruit participants from a public university in South Africa, with six participants recruited for this study. The authors utilised thematic analysis to analyse the data. The findings of this study revealed that participants shared positive views and attitudes toward game-based learning. They believed that game-based learning significantly motivated them in the learning process. Furthermore, game-based learning also reduced their stress in learning compared to the learning in normal classrooms. They reported that game-based learning not only improved their engagement in learning but also enhanced their knowledge and skills. This study also highlighted that game-based learning should be well-planned to avoid demotivating students. It can be concluded that game-based learning is an effective approach to improve student engagement. Further studies should be conducted with diverse research approaches at different higher education institutions.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87237649","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 are many science and art centers established throughout our country within the scope of support services for gifted students. These gifted students have the right to benefit from the support training room in the schools where they study, apart from the science and art canters. On 04/11/2022, the Ministry of National Education published 9 Training Room Activity books for gifted students in different branches. In this study, it is aimed to evaluate the achievements contained in the Support Training Room for Gifted Students Turkish 2. 3. and 4. classroom activities book in the context of the cognitive domain steps of the updated Bloom Taxonomy. In the study, the achievements found at the 2. 3. and 4. grade levels were analysed using keywords compiled in the literature and it was tried to determine which step corresponds to the updated Bloom Taxonomy. In the study carried out with document analysis technique, one of the qualitative research methods, a total of 122 achievements, including 40 at 2 grade levels, 37 at 3 grade levels and 45 at 4 grade levels, were evaluated. As a result of the study, it was determined that 10% of the 2nd grade achievements were in the recall, 15% in comprehension, 42.5% in practice, 5% in analysis and 27.5% in creation. Also, it was seen that 8.1% of the 3rd grade achievements were in the recall, 16.2% in comprehension, 43.2% in the application, 8.1% in analysis, 2.7% in evaluation and 21.6% in the creation stage. Finally, it was found that 6.6% of the 4 grade level achievements can be associated with recall, 17.7% with understanding, 35.5% with application, 8.8% with analysis, 8.8% with evaluation and 22.2% with the creation step. Based on these findings, it can be said that the achievements at the 2, 3 and 4 grade levels of the Support Training Room for the Gifted Turkish activity book correspond to the most application and creation steps from the Updated Bloom Taxonomy cognitive field steps, while the evaluation step is the least included.
{"title":"EVALUATION OF THE SUPPORT EDUCATION ROOM PRIMARY SCHOOL TURKISH ACTIVITY BOOK PREPARED FOR GIFTED ONES IN THE CONTEXT OF THE REVISED BLOOM TAXONOMY","authors":"Serkan Çiftçi, Abdulkadir Sağlam, Ömer Erbasan","doi":"10.17478/jegys.1267904","DOIUrl":"https://doi.org/10.17478/jegys.1267904","url":null,"abstract":"There are many science and art centers established throughout our country within the scope of support services for gifted students. These gifted students have the right to benefit from the support training room in the schools where they study, apart from the science and art canters. On 04/11/2022, the Ministry of National Education published 9 Training Room Activity books for gifted students in different branches. In this study, it is aimed to evaluate the achievements contained in the Support Training Room for Gifted Students Turkish 2. 3. and 4. classroom activities book in the context of the cognitive domain steps of the updated Bloom Taxonomy. In the study, the achievements found at the 2. 3. and 4. grade levels were analysed using keywords compiled in the literature and it was tried to determine which step corresponds to the updated Bloom Taxonomy. In the study carried out with document analysis technique, one of the qualitative research methods, a total of 122 achievements, including 40 at 2 grade levels, 37 at 3 grade levels and 45 at 4 grade levels, were evaluated. As a result of the study, it was determined that 10% of the 2nd grade achievements were in the recall, 15% in comprehension, 42.5% in practice, 5% in analysis and 27.5% in creation. Also, it was seen that 8.1% of the 3rd grade achievements were in the recall, 16.2% in comprehension, 43.2% in the application, 8.1% in analysis, 2.7% in evaluation and 21.6% in the creation stage. Finally, it was found that 6.6% of the 4 grade level achievements can be associated with recall, 17.7% with understanding, 35.5% with application, 8.8% with analysis, 8.8% with evaluation and 22.2% with the creation step. Based on these findings, it can be said that the achievements at the 2, 3 and 4 grade levels of the Support Training Room for the Gifted Turkish activity book correspond to the most application and creation steps from the Updated Bloom Taxonomy cognitive field steps, while the evaluation step is the least included.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73229841","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}
In this study, it was aimed to examine the effect of the support education program applied to gifted primary school students Science and Art Centers on the motivation and attitudes of mathematics, science, social studies and Turkish lessons. In the study, pre-post test experimental design without control group was used. 17 gifted primary school 4th grade students studying at a Science and Art Center in the Eastern Black Sea Region (in the support education program) were included in the study with convenient case sampling. Motivation and attitude scales developed by different researchers for mathematics, science, social studies and Turkish lessons were used to collect the data obtained within the scope of the study. The data were analyzed with a statistical program. In the result of study, it was concluded that the support education program did not cause significant difference in the motivation and attitudes of the students the Turkish lesson. It was found that support education program didn’t show significant difference in students' motivation in social studies and mathematics lessons, but showed a significant difference in their attitudes. In addition, it was concluded that support education program had significant difference the motivation the students the science lesson, but there was no significant difference in their attitudes towards the lesson.
{"title":"The effect of the support education program applied to the gifted primary school students in science and art centers on the motivation and attitudes of mathematics, science, social studies and turkish lessons of the students","authors":"Ergün Yurtbakan, Onur Batmaz","doi":"10.17478/jegys.1258298","DOIUrl":"https://doi.org/10.17478/jegys.1258298","url":null,"abstract":"In this study, it was aimed to examine the effect of the support education program applied to gifted primary school students Science and Art Centers on the motivation and attitudes of mathematics, science, social studies and Turkish lessons. In the study, pre-post test experimental design without control group was used. 17 gifted primary school 4th grade students studying at a Science and Art Center in the Eastern Black Sea Region (in the support education program) were included in the study with convenient case sampling. Motivation and attitude scales developed by different researchers for mathematics, science, social studies and Turkish lessons were used to collect the data obtained within the scope of the study. The data were analyzed with a statistical program. In the result of study, it was concluded that the support education program did not cause significant difference in the motivation and attitudes of the students the Turkish lesson. It was found that support education program didn’t show significant difference in students' motivation in social studies and mathematics lessons, but showed a significant difference in their attitudes. In addition, it was concluded that support education program had significant difference the motivation the students the science lesson, but there was no significant difference in their attitudes towards the lesson.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75754043","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 provides fifteen chamber works including string duos, trios, quartets, quintets, and sextets suitable for the undergraduate students. The aim of this study is during undergraduate education, the technical development of the student is prioritized in instrumental studies. Secondly, solo repertoire decision is made by teachers for the young student to expand their repertoire. Chamber music education is neglected in comparison to solo repertoire and technical repertoire. Playing together with other students is a very helpful to hear and play simultaneously. Therefore, this list will help students to analyze their chamber music repertoire and understand the technical difficulties as well as publisher info, timing etc.
{"title":"Chamber Music examples and their performance analysis","authors":"Erman Türki̇li̇","doi":"10.17478/jegys.1265118","DOIUrl":"https://doi.org/10.17478/jegys.1265118","url":null,"abstract":"This study provides fifteen chamber works including string duos, trios, quartets, quintets, and sextets suitable for the undergraduate students. The aim of this study is during undergraduate education, the technical development of the student is prioritized in instrumental studies. Secondly, solo repertoire decision is made by teachers for the young student to expand their repertoire. Chamber music education is neglected in comparison to solo repertoire and technical repertoire. Playing together with other students is a very helpful to hear and play simultaneously. Therefore, this list will help students to analyze their chamber music repertoire and understand the technical difficulties as well as publisher info, timing etc.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80531034","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 araştırma, bağlama öğretim sürecinde yaşanan bedensel kurulum sorunlarının neler olduğunu belirlemek ve bu sorunların giderilmesine yönelik çözüm arayışlarını ortaya çıkarmak amacıyla yapıldı. Araştırma nitel araştırma yöntemine uygun olarak gerçekleştirildi. Araştırmanın katılımcılarını % 88,1’si erkek (n=37), % 11,9’i kadın (n=5) olmak üzere toplam 42 bağlama çalgı öğretmeni oluşturdu. Çalışmada veri toplama aracı olarak araştırmacı tarafından hazırlanan “açık ve kapalı uçlu anket formu” kullanıldı. Elde edilen veriler tematik analiz tekniğine göre çözümlendi. Araştırma verileri, ““Oturuş yanlışları ve çözüm önerileri”, “Çalgı Konumlandırma Yanlışları ve Çözüm Önerileri”, “Sağ El Konumlandırma Yanlışları ve Çözüm Önerileri”, “Sol El Konumlandırma Yanlışları ve Çözüm Önerileri” ve “Bedensel Kuruluma Yönelik Aparat Kullanımı” olmak üzere beş tema altında ele alınarak incelendi. Araştırma sonucunda, öğrencilerin bağlama seslendirme sürecinde bedensel kurulum sorunları yaşadıkları ve öğretmenlerin bu sorunların giderilmesi yönünde çeşitli uygulamalar yaptıkları sonucuna ulaşıldı.
{"title":"Bağlama Öğretim Sürecinde Yaşanan Bedensel Kurulum Sorunlarının İncelenmesi","authors":"M. İnanici","doi":"10.17478/jegys.1246237","DOIUrl":"https://doi.org/10.17478/jegys.1246237","url":null,"abstract":"Bu araştırma, bağlama öğretim sürecinde yaşanan bedensel kurulum sorunlarının neler olduğunu belirlemek ve bu sorunların giderilmesine yönelik çözüm arayışlarını ortaya çıkarmak amacıyla yapıldı. Araştırma nitel araştırma yöntemine uygun olarak gerçekleştirildi. Araştırmanın katılımcılarını % 88,1’si erkek (n=37), % 11,9’i kadın (n=5) olmak üzere toplam 42 bağlama çalgı öğretmeni oluşturdu. Çalışmada veri toplama aracı olarak araştırmacı tarafından hazırlanan “açık ve kapalı uçlu anket formu” kullanıldı. Elde edilen veriler tematik analiz tekniğine göre çözümlendi. Araştırma verileri, ““Oturuş yanlışları ve çözüm önerileri”, “Çalgı Konumlandırma Yanlışları ve Çözüm Önerileri”, “Sağ El Konumlandırma Yanlışları ve Çözüm Önerileri”, “Sol El Konumlandırma Yanlışları ve Çözüm Önerileri” ve “Bedensel Kuruluma Yönelik Aparat Kullanımı” olmak üzere beş tema altında ele alınarak incelendi. Araştırma sonucunda, öğrencilerin bağlama seslendirme sürecinde bedensel kurulum sorunları yaşadıkları ve öğretmenlerin bu sorunların giderilmesi yönünde çeşitli uygulamalar yaptıkları sonucuna ulaşıldı.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"103 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77277580","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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