Bu araştırmanın genel amacı bilişsel davranışçı terapinin çocukların depresyon düzeyleri üzerine etkisinin incelenmesidir. Bu genel amaç doğrultusunda bir ortaokulda okuyan beşinci sınıf öğrencileri arasından Çocuk Depresyon Envanterinden kesme puanın üzerinde puan alan, depresif belirti gösteren beş çocuk seçilmiştir. Beş çocuk ile her oturumun ortalama 50 dk sürdüğü, haftada bir sıklıkta ve toplam 10 hafta devam eden bilişsel davranışçı terapiye dayalı bireysel terapi uygulaması yapılmıştır. Her seansın son on dakikası ebeveyn seansa katılmıştır. Çocuklar ile bilişsel davranışçı terapiye dayalı depresyon düzeylerini düşürmeye yönelik görüşme yapılırken; ebeveynler ile süreç hakkında bilgilendirme, seans dışında çocuğa destek olma ve takip amaçlı görüşmeler yapılmıştır. Çalışmada veri olarak çocuklar ile yapılan görüşmelerin içerikleri ve uygulama sonrası araştırmacı tarafından hazırlanan, ebeveynlerden alınan yarı yapılandırılmış görüşme sorularına verilen yanıtlar kullanılmıştır. Görüşme içerikleri ve yarı yapılandırılmış görüşme sorularına verilen yanıtlar içerik analizine tabi tutulmuştur. Araştırma sonucunda terapi sürecinin başında seansların içeriği incelendiğinde depresyon, düşük benlik algısı, olumsuz bilişsel ve duygusal süreçlerinin ilk seanslarda yoğun olarak ifade edildiği bulunmuştur. Terapinin ilerleyen aşamalarında seansların içeriği incelendiğinde ise bilişsel, duygusal ve davranışsal boyutlarda çocuklarda olumlu yönde değişimlerin olduğu bir başka ifade ile bireysel terapinin çocuklar üzerinde olumlu yönde bir etki yarattığı belirlenmiştir. Bununla birlikte ebeveynler tarafından yarı yapılandırılmış görüşme sorularına verilen yanıtlar incelendiğinde de bireysel terapinin çocuklarda olumsuz düşüncelerin değişimi, kendini ifade etme, problem çözme becerisi ve öfke kontrolü başlıklarında olumlu yönde değişim yarattığı sonuçlarına ulaşılmıştır. Çalışmada çocuklar ile yapılan görüşme içerikleri ve ebeveynler tarafından yarı yapılandırılmış görüşme sorularına verilen yanıtların birbirleri ile tutarlı olduğu belirlenmiştir.
{"title":"A Qualıtatıve Research On Investigation the Effectiveness of Cognitive Behavior Therapy on Depression of Children","authors":"Ayşe Nur Katmer, Z. Hamamci","doi":"10.17478/jegys.1240948","DOIUrl":"https://doi.org/10.17478/jegys.1240948","url":null,"abstract":"Bu araştırmanın genel amacı bilişsel davranışçı terapinin çocukların depresyon düzeyleri üzerine etkisinin incelenmesidir. Bu genel amaç doğrultusunda bir ortaokulda okuyan beşinci sınıf öğrencileri arasından Çocuk Depresyon Envanterinden kesme puanın üzerinde puan alan, depresif belirti gösteren beş çocuk seçilmiştir. Beş çocuk ile her oturumun ortalama 50 dk sürdüğü, haftada bir sıklıkta ve toplam 10 hafta devam eden bilişsel davranışçı terapiye dayalı bireysel terapi uygulaması yapılmıştır. Her seansın son on dakikası ebeveyn seansa katılmıştır. Çocuklar ile bilişsel davranışçı terapiye dayalı depresyon düzeylerini düşürmeye yönelik görüşme yapılırken; ebeveynler ile süreç hakkında bilgilendirme, seans dışında çocuğa destek olma ve takip amaçlı görüşmeler yapılmıştır. Çalışmada veri olarak çocuklar ile yapılan görüşmelerin içerikleri ve uygulama sonrası araştırmacı tarafından hazırlanan, ebeveynlerden alınan yarı yapılandırılmış görüşme sorularına verilen yanıtlar kullanılmıştır. Görüşme içerikleri ve yarı yapılandırılmış görüşme sorularına verilen yanıtlar içerik analizine tabi tutulmuştur. Araştırma sonucunda terapi sürecinin başında seansların içeriği incelendiğinde depresyon, düşük benlik algısı, olumsuz bilişsel ve duygusal süreçlerinin ilk seanslarda yoğun olarak ifade edildiği bulunmuştur. Terapinin ilerleyen aşamalarında seansların içeriği incelendiğinde ise bilişsel, duygusal ve davranışsal boyutlarda çocuklarda olumlu yönde değişimlerin olduğu bir başka ifade ile bireysel terapinin çocuklar üzerinde olumlu yönde bir etki yarattığı belirlenmiştir. Bununla birlikte ebeveynler tarafından yarı yapılandırılmış görüşme sorularına verilen yanıtlar incelendiğinde de bireysel terapinin çocuklarda olumsuz düşüncelerin değişimi, kendini ifade etme, problem çözme becerisi ve öfke kontrolü başlıklarında olumlu yönde değişim yarattığı sonuçlarına ulaşılmıştır. Çalışmada çocuklar ile yapılan görüşme içerikleri ve ebeveynler tarafından yarı yapılandırılmış görüşme sorularına verilen yanıtların birbirleri ile tutarlı olduğu belirlenmiştir.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85460606","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}
Zaman ve mekân kavramını ortadan kaldırarak bireylerin bilgiye ulaşmasını sağlayan Youtube, her geçen gün eğitim boyutuna daha fazla dahil olmaktadır. Bu araştırmanın amacı, Youtube ortamında Türkçe yayınlan gitar eğitimi videolarının gitar icrası üzerindeki etkilerini, yayıncı ve takipçi görüşleri doğrultusunda ortaya koymaktır. Bu betimsel araştırmada tarama modeli kullanılmıştır. Araştırmaya, Youtube ortamına düzenli aralıklarla ücretsiz eğitim içerikleri yükleyen 30 eğitmen ve bu eğitmenleri takip eden 96 takipçi katılım göstermiştir. Veri toplama aracı olarak araştırmacı tarafından geliştirilen beş dereceli likert tipi sorular ile açık uçlu sorulardan oluşan anket kullanılmıştır. Araştırma sonucunda eğitmenlerin çoğunun bilgilerini ücretsiz sunmak ve bağlı bulundukları eğitim kurumunu desteklemek amacıyla yayın yaptıkları görülmektedir. Ayrıca öğrencilerin bu yayınları takip etme tercihlerinin ulaşım, zaman ve maddi olanaklardan kaynaklı olduğu anlaşılmaktadır. Takipçilerin Youtube ortamında gitar eğitimi içeriklerinden olumlu yönde faydalandıkları araştırmanın bir diğer sonucudur.
{"title":"Youtube Ortamında Gitar Eğitimi","authors":"Şerif Gayretli̇","doi":"10.17478/jegys.1240518","DOIUrl":"https://doi.org/10.17478/jegys.1240518","url":null,"abstract":"Zaman ve mekân kavramını ortadan kaldırarak bireylerin bilgiye ulaşmasını sağlayan Youtube, her geçen gün eğitim boyutuna daha fazla dahil olmaktadır. Bu araştırmanın amacı, Youtube ortamında Türkçe yayınlan gitar eğitimi videolarının gitar icrası üzerindeki etkilerini, yayıncı ve takipçi görüşleri doğrultusunda ortaya koymaktır. Bu betimsel araştırmada tarama modeli kullanılmıştır. Araştırmaya, Youtube ortamına düzenli aralıklarla ücretsiz eğitim içerikleri yükleyen 30 eğitmen ve bu eğitmenleri takip eden 96 takipçi katılım göstermiştir. Veri toplama aracı olarak araştırmacı tarafından geliştirilen beş dereceli likert tipi sorular ile açık uçlu sorulardan oluşan anket kullanılmıştır. Araştırma sonucunda eğitmenlerin çoğunun bilgilerini ücretsiz sunmak ve bağlı bulundukları eğitim kurumunu desteklemek amacıyla yayın yaptıkları görülmektedir. Ayrıca öğrencilerin bu yayınları takip etme tercihlerinin ulaşım, zaman ve maddi olanaklardan kaynaklı olduğu anlaşılmaktadır. Takipçilerin Youtube ortamında gitar eğitimi içeriklerinden olumlu yönde faydalandıkları araştırmanın bir diğer sonucudur.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72877122","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}
Öğrenme güçlüğü, bu durumu yaşayan bireylerin günlük yaşamlarını etkileyen bazı önemli sorunlar yaratabilmektedir. Bu sorunlar bireyleri etkilediği gibi bireylerin ailelerini de etkilemektedir. Bilimsel yöntemlerle uygulanan nitelikli eğitim, bu olumsuz etkileri en aza indirebilmektedir. Özgül öğrenme güçlüğünün sayısal boyutu olan “diskalkuli”, bireylerin gerçek potansiyellerini ortaya koymalarının önüne geçebilmektedir. Diskalkulinin ne olduğunun bilinmesi, tanısının doğru koyulması ve doğru öğretim yöntemlerinin eğitimciler tarafından bilinmesi son derece önemlidir. Bu çalışmada diskalkuli ile ilgili yapılan araştırmaların incelenmesi ve bu araştırmalarla ilgili yönelimin ortaya konması, alan yazının tanınması amaçlanmıştır. Ayrıca çalışmada diskalkulik bireylerin eğitiminde müzikten yararlanılması ile ilgili bir model önerisinde bulunulmuştur. Bu araştırmanın örneklemini 2011-2022 yılları arasında, TR Dizin’de yayımlanmış makaleler oluşturmaktadır. TR Dizin içerisinde “diskalkuli, matematik güçlüğü, matematik öğrenme güçlüğü” anahtar kelimelerinin hem Türkçe hem de İngilizce olarak taraması yapılmıştır. Yapılan tarama ile ulaşılan 16 makale, örneklem olarak analiz edilmek üzere belirlenmiştir. Uzman görüşüyle belirlenen temalarla araştırmacılar tarafından bir makale inceleme formu oluşturulmuştur. Doküman incelemesi yöntemi ve bu form yardımıyla veriler düzenlenmiş ve analiz edilmiştir. Araştırmada diskalkuli konusunun Türkiye’de yeterince çalışılmayan bir konu olduğu sonucuna varılmıştır. Bundan sonra yapılacak araştırmalarda multidisipliner çalışmalar yapılmasının alana katkı sağlayabileceği düşünülmektedir.
{"title":"Descriptive analysis of articles on dyscalculia published in Turkey and a model recommendation on dyscalculia and music","authors":"Arif Deniz Ceylan, İlknur ÖZAL GÖNCÜ","doi":"10.17478/jegys.1225122","DOIUrl":"https://doi.org/10.17478/jegys.1225122","url":null,"abstract":"Öğrenme güçlüğü, bu durumu yaşayan bireylerin günlük yaşamlarını etkileyen bazı önemli sorunlar yaratabilmektedir. Bu sorunlar bireyleri etkilediği gibi bireylerin ailelerini de etkilemektedir. Bilimsel yöntemlerle uygulanan nitelikli eğitim, bu olumsuz etkileri en aza indirebilmektedir. Özgül öğrenme güçlüğünün sayısal boyutu olan “diskalkuli”, bireylerin gerçek potansiyellerini ortaya koymalarının önüne geçebilmektedir. Diskalkulinin ne olduğunun bilinmesi, tanısının doğru koyulması ve doğru öğretim yöntemlerinin eğitimciler tarafından bilinmesi son derece önemlidir. Bu çalışmada diskalkuli ile ilgili yapılan araştırmaların incelenmesi ve bu araştırmalarla ilgili yönelimin ortaya konması, alan yazının tanınması amaçlanmıştır. Ayrıca çalışmada diskalkulik bireylerin eğitiminde müzikten yararlanılması ile ilgili bir model önerisinde bulunulmuştur. Bu araştırmanın örneklemini 2011-2022 yılları arasında, TR Dizin’de yayımlanmış makaleler oluşturmaktadır. TR Dizin içerisinde “diskalkuli, matematik güçlüğü, matematik öğrenme güçlüğü” anahtar kelimelerinin hem Türkçe hem de İngilizce olarak taraması yapılmıştır. Yapılan tarama ile ulaşılan 16 makale, örneklem olarak analiz edilmek üzere belirlenmiştir. Uzman görüşüyle belirlenen temalarla araştırmacılar tarafından bir makale inceleme formu oluşturulmuştur. Doküman incelemesi yöntemi ve bu form yardımıyla veriler düzenlenmiş ve analiz edilmiştir. Araştırmada diskalkuli konusunun Türkiye’de yeterince çalışılmayan bir konu olduğu sonucuna varılmıştır. Bundan sonra yapılacak araştırmalarda multidisipliner çalışmalar yapılmasının alana katkı sağlayabileceği düşünülmektedir.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"18 4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88344273","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 has been a rapid growth in learner enrolment in all South African public schools. The increased number of learners per teacher has created many challenges in the quality of teaching and learning. Various authors and educationist have argued and agreed that the teacher-learner ratio has an impact on invitational teaching and learning. Invitational teaching and learning (education) was coined by Purkey and Novak to ensure a conducive learning environment. They proposed the five powerful Ps, namely, people, places, policy, programmes and procedures which, if applied effectively will ensure classroom success. In this paper a quantitative descriptive study was undertaken to investigate the effect of the teacher-learner ratio on invitational teaching and learning using a survey to 150 participants in primary schools. Data was analysed using frequency tables. The findings of this study revealed that the teacher-learner ratio has a negative impact on the quality of teaching and learning. Teachers found it extremely difficult to offer support to learners who experienced barriers to learning. Furthermore, the large class size and overcrowding had an impact on the provisioning of resources to learners. The study recommended that the post-provisioning norms for South African schools should clearly articulate 1:30 so that school principals adhere to the policy. Finally, it is also recommended that all teachers should be capacitated through a formal programme on classroom management, especially large classes.
{"title":"Exploring the teacher-learner ratio and its effect on invitational teaching and learning: A South African study","authors":"R. Venketsamy","doi":"10.17478/jegys.1237615","DOIUrl":"https://doi.org/10.17478/jegys.1237615","url":null,"abstract":"There has been a rapid growth in learner enrolment in all South African public schools. The increased number of learners per teacher has created many challenges in the quality of teaching and learning. Various authors and educationist have argued and agreed that the teacher-learner ratio has an impact on invitational teaching and learning. Invitational teaching and learning (education) was coined by Purkey and Novak to ensure a conducive learning environment. They proposed the five powerful Ps, namely, people, places, policy, programmes and procedures which, if applied effectively will ensure classroom success. In this paper a quantitative descriptive study was undertaken to investigate the effect of the teacher-learner ratio on invitational teaching and learning using a survey to 150 participants in primary schools. Data was analysed using frequency tables. The findings of this study revealed that the teacher-learner ratio has a negative impact on the quality of teaching and learning. Teachers found it extremely difficult to offer support to learners who experienced barriers to learning. Furthermore, the large class size and overcrowding had an impact on the provisioning of resources to learners. The study recommended that the post-provisioning norms for South African schools should clearly articulate 1:30 so that school principals adhere to the policy. Finally, it is also recommended that all teachers should be capacitated through a formal programme on classroom management, especially large classes.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88654033","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 a result of cultural influence, music has expanded with certain tools with the interaction of societies. In this context, there are many postgraduate studies on music-related culture. Examination of postgraduate theses made in Turkey from this archive music culture field. This research was carried out in accordance with the document analysis technique, which is one of the qualitative research types. It has been decided to conduct bibliometric analysis in order to determine the numerical analysis of publications produced by people or structures in a region, in a certain period and in a certain region. The theses selected for analysis are between the years 2002-2022. These theses were obtained by scanning “Music, Music Culture, Culture keywords” from the National Thesis Data Bank of the Higher Education Institution. A total of 104 master's, 32 doctorate and 2 art proficiency theses were selected. Content analysis technique was used in the analysis of the data. In the analysis of data; In the content analysis method, the themes were classified and coded according to their subjects, and in the descriptive analysis method, frequencies and percentages were indicated by showing them with tables and graphics. As a result of the research regarding the examination of theses; bibliometric analysis was performed according to academic degree, publication year, publication type, institution, method, university and subject distribution. The majority of research methods and techniques used in research are qualitative studies and due diligence.
{"title":"BIBLIOMETRIC ANALYSIS OF GRADUATE THESES ON MUSIC CULTURE İN TÜRKİYE","authors":"H. Yilmaz","doi":"10.17478/jegys.1232182","DOIUrl":"https://doi.org/10.17478/jegys.1232182","url":null,"abstract":"As a result of cultural influence, music has expanded with certain tools with the interaction of societies. In this context, there are many postgraduate studies on music-related culture. Examination of postgraduate theses made in Turkey from this archive music culture field. This research was carried out in accordance with the document analysis technique, which is one of the qualitative research types. It has been decided to conduct bibliometric analysis in order to determine the numerical analysis of publications produced by people or structures in a region, in a certain period and in a certain region. The theses selected for analysis are between the years 2002-2022. These theses were obtained by scanning “Music, Music Culture, Culture keywords” from the National Thesis Data Bank of the Higher Education Institution. A total of 104 master's, 32 doctorate and 2 art proficiency theses were selected. Content analysis technique was used in the analysis of the data. In the analysis of data; In the content analysis method, the themes were classified and coded according to their subjects, and in the descriptive analysis method, frequencies and percentages were indicated by showing them with tables and graphics. As a result of the research regarding the examination of theses; bibliometric analysis was performed according to academic degree, publication year, publication type, institution, method, university and subject distribution. The majority of research methods and techniques used in research are qualitative studies and due diligence.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91236583","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 is carried out within the scope of aim to determine the areas and courses of interest of gifted and talented students, using a survey research model among quantitative research designs. Within this scope, data was obtained from 370 gifted students using stratified purposive sampling method with electronic forms created in two parts via Microsoft Forms. Data analysis was carried out with SPSS 22 packet data analysis program. Descriptive statistics and difference tests were utilized in the analysis of the data. As a result of the study, it was found that gifted and talented students are most interested in courses of chemistry, informatics and mathematics while courses of history, literature and philosophy were the least favored. Other findings of the study are significant differences in course interest of gifted childrenobtained according to the variables of gender, duration of education in BILSEM, type of identification area in BILSEM and type of program in BILSEM.
{"title":"Examination of Courses that Gifted and Talented Children are Interested in","authors":"Fatih Dereli, Tuğba Türk Kurtça","doi":"10.17478/jegys.1215769","DOIUrl":"https://doi.org/10.17478/jegys.1215769","url":null,"abstract":"This study is carried out within the scope of aim to determine the areas and courses of interest of gifted and talented students, using a survey research model among quantitative research designs. Within this scope, data was obtained from 370 gifted students using stratified purposive sampling method with electronic forms created in two parts via Microsoft Forms. Data analysis was carried out with SPSS 22 packet data analysis program. Descriptive statistics and difference tests were utilized in the analysis of the data. As a result of the study, it was found that gifted and talented students are most interested in courses of chemistry, informatics and mathematics while courses of history, literature and philosophy were the least favored. Other findings of the study are significant differences in course interest of gifted childrenobtained according to the variables of gender, duration of education in BILSEM, type of identification area in BILSEM and type of program in BILSEM.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85787427","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}
Critical thinking is the ability of individuals to reason against events, facts, situations, and to analyze and evaluate problem situations. It is the ability to reveal the difference between the arguments between the lines and rhetoric while using elements such as reading, writing, speaking and listening, which are the four basic language skills. The main purpose of this research is to determine the critical thinking dispositions of primary school students diagnosed with special abilities. In line with this main purpose, the relationships between students' grade levels, gender, number of siblings, education levels of parents, whether students are gifted or not, their ability to express their thoughts in the family and their critical thinking tendencies will be revealed. In the study, it will be structured using the survey model design, which is one of the quantitative research methods. With the survey model, the critical thinking tendencies of gifted primary school students will be determined in the research. In addition, the relationships between critical thinking dispositions and variables such as grade level, gender, number of siblings, education level of parents, ability to express their thoughts at home will also be examined. The study group of the research consisted of third and fourth grade students studying in the provinces and districts of Tokat and receiving education in Science and Art Centers with 55 special talents, and 187 students with average talent. Thus, a total of 242 students took part in the study group of the research. The data in the research were obtained by using the 'Critical Thinking Tendency Scale for Primary School Students' developed by Uluçınar and Akar (2021). Consisting of 18 items in total, the scale consists of four sub-dimensions. Alpha reliability coefficient of the scale was found .80. The data obtained in the research were analyzed with the help of SPSS package program. Before starting the analysis of the data, normality analyzes were made and as a result of the analysis, Independent Sample t-Test and ANOVA tests were used for the data showing normal distribution of the data. The Kruskal Wallis Test was applied to the data that were not normally distributed. According to the research findings, the critical thinking dispositions of the gifted students were at a good level. No statistically significant difference was found between the critical thinking dispositions of gifted students and the sub-dimensions of the scale, as well as their grade levels, gender status, number of siblings, and parental education status. A significant difference was found in favor of the gifted students between the Science and Art Center students who were diagnosed with special talent and those who continue their education in their regular schools. In addition, the critical thinking dispositions of special students who always express their thoughts in the family were significantly higher than those of the gifted students who somet
{"title":"Comparison of critical thinking dispositions of gifted students in support education (enrolled with SACs) and formal education","authors":"Osman Aslan","doi":"10.17478/jegys.1212406","DOIUrl":"https://doi.org/10.17478/jegys.1212406","url":null,"abstract":"Critical thinking is the ability of individuals to reason against events, facts, situations, and to analyze and evaluate problem situations. It is the ability to reveal the difference between the arguments between the lines and rhetoric while using elements such as reading, writing, speaking and listening, which are the four basic language skills. The main purpose of this research is to determine the critical thinking dispositions of primary school students diagnosed with special abilities. In line with this main purpose, the relationships between students' grade levels, gender, number of siblings, education levels of parents, whether students are gifted or not, their ability to express their thoughts in the family and their critical thinking tendencies will be revealed. \u0000In the study, it will be structured using the survey model design, which is one of the quantitative research methods. With the survey model, the critical thinking tendencies of gifted primary school students will be determined in the research. In addition, the relationships between critical thinking dispositions and variables such as grade level, gender, number of siblings, education level of parents, ability to express their thoughts at home will also be examined. The study group of the research consisted of third and fourth grade students studying in the provinces and districts of Tokat and receiving education in Science and Art Centers with 55 special talents, and 187 students with average talent. Thus, a total of 242 students took part in the study group of the research. The data in the research were obtained by using the 'Critical Thinking Tendency Scale for Primary School Students' developed by Uluçınar and Akar (2021). Consisting of 18 items in total, the scale consists of four sub-dimensions. Alpha reliability coefficient of the scale was found .80. The data obtained in the research were analyzed with the help of SPSS package program. Before starting the analysis of the data, normality analyzes were made and as a result of the analysis, Independent Sample t-Test and ANOVA tests were used for the data showing normal distribution of the data. The Kruskal Wallis Test was applied to the data that were not normally distributed. According to the research findings, the critical thinking dispositions of the gifted students were at a good level. No statistically significant difference was found between the critical thinking dispositions of gifted students and the sub-dimensions of the scale, as well as their grade levels, gender status, number of siblings, and parental education status. A significant difference was found in favor of the gifted students between the Science and Art Center students who were diagnosed with special talent and those who continue their education in their regular schools. In addition, the critical thinking dispositions of special students who always express their thoughts in the family were significantly higher than those of the gifted students who somet","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77296871","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 reveal the effectiveness of using authentic materials for teaching daily weather conditions, which is among the learning outcomes of life science class, to special-needs students with moderate intellectual disability who receive education at Stage I in special education practice schools, in a teaching process involving the participation of their parents. In the present study, we used an action research design, which is one of the qualitative research approaches. The study sample consisted of three parents, and three students with moderate intellectual disability who received education at Erzurum Special Education Practice School in the Yakutiye district of Erzurum in the 2019/20 academic year. As a data collection tool, a rough evaluation form was used as a criterion-dependent assessment tool in the pre-application, post-application and general evaluation stages so as to determine the current status of special education students. On the other hand, parent and teacher interview forms were used to determine their views on the practice, video recording to evaluate the processes, and ABC recording (anecdotal recording) to detect the stimuli that appeared before and after the students’ behaviour and to predict the function of such behaviour. Descriptive analysis technique was used for the analyses in accordance with the qualitative research approach. In the data obtained at the end of the first four weeks, the number of correct responses before the application was found to be very low, while almost all of the answers given after the application were correct. In the general evaluation phase, the correct responses obtained for all questions used during the activity in which various authentic materials were used indicated a positive contribution to students with moderate intellectual disability with respect to learning about daily weather conditions. It can therefore be recommended that authentic materials be used more in the learning processes of students with moderate intellectual disability
{"title":"The Impact of Authentic Materials in the Life Sciences Class on the Learning of Students at Stage I with Moderate Intellectual Disability","authors":"Kerim Uçar, Ufuk Şimşek","doi":"10.17478/jegys.1181680","DOIUrl":"https://doi.org/10.17478/jegys.1181680","url":null,"abstract":"The aim of this study is to reveal the effectiveness of using authentic materials for teaching daily weather conditions, which is among the learning outcomes of life science class, to special-needs students with moderate intellectual disability who receive education at Stage I in special education practice schools, in a teaching process involving the participation of their parents. In the present study, we used an action research design, which is one of the qualitative research approaches. The study sample consisted of three parents, and three students with moderate intellectual disability who received education at Erzurum Special Education Practice School in the Yakutiye district of Erzurum in the 2019/20 academic year. As a data collection tool, a rough evaluation form was used as a criterion-dependent assessment tool in the pre-application, post-application and general evaluation stages so as to determine the current status of special education students. On the other hand, parent and teacher interview forms were used to determine their views on the practice, video recording to evaluate the processes, and ABC recording (anecdotal recording) to detect the stimuli that appeared before and after the students’ behaviour and to predict the function of such behaviour. Descriptive analysis technique was used for the analyses in accordance with the qualitative research approach. In the data obtained at the end of the first four weeks, the number of correct responses before the application was found to be very low, while almost all of the answers given after the application were correct. In the general evaluation phase, the correct responses obtained for all questions used during the activity in which various authentic materials were used indicated a positive contribution to students with moderate intellectual disability with respect to learning about daily weather conditions. It can therefore be recommended that authentic materials be used more in the learning processes of students with moderate intellectual disability","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"44 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82516372","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 modern political understanding defines politics only within the boundaries of a political society immanent to the state, such as parliament and political parties. Within the framework of this understanding, it is discussed whether education is included in the political field. In this direction, although formal education is planned under the control of political powers, they are trying to define it outside the political field and turn it into a unilateral hegemony device. As this limited definition of the political, the importance of civil society in politics began to increase, the political struggle first expanded to the field of hegemony between civil society structures such as Trade Unions, and then the borders of the political expanded from the field of the state to the entire social field, especially within the framework of Foucaultian biopolitics and understanding of power. As a matter of fact, Foucault draws attention to the emergence contingency of the power relation wherever there is a mode of subjectivity in a relationality while revealing himself in the subject, instead of positioning the power in the field of the state alone. Thus, wherever the power is, there is the opportunity for resistance to emerge and the boundaries of the political to expand (Foucault, 2016). In this framework, the expansion of the borders of the political sphere towards the social sphere destroyed the one-sided perception of the concept of hegemony under the control of the state or the ruling class, and with the influence of Gramsci (1999), the concept of counter-hegemony and the struggle for hegemony emerged. The field of education should be understood as a field of political struggle as it contains many political confrontations that conflict with each other, such as power, education trade unions, education policies, educational designs such as teachers, students and families. Thus, the field of education appears, on the one hand, in the structural political struggle between the political power and "Education Trade Unions", and on the other hand, as a field of hegemony that includes particular subject movements and political subject positions, such as students and teachers.
{"title":"The Political Nature of Education and Political Placements in the Struggle of Hegemony in Education","authors":"Remzi Onur Kükürt","doi":"10.17478/jegys.1219312","DOIUrl":"https://doi.org/10.17478/jegys.1219312","url":null,"abstract":"The modern political understanding defines politics only within the boundaries of a political society immanent to the state, such as parliament and political parties. Within the framework of this understanding, it is discussed whether education is included in the political field. In this direction, although formal education is planned under the control of political powers, they are trying to define it outside the political field and turn it into a unilateral hegemony device. As this limited definition of the political, the importance of civil society in politics began to increase, the political struggle first expanded to the field of hegemony between civil society structures such as Trade Unions, and then the borders of the political expanded from the field of the state to the entire social field, especially within the framework of Foucaultian biopolitics and understanding of power. As a matter of fact, Foucault draws attention to the emergence contingency of the power relation wherever there is a mode of subjectivity in a relationality while revealing himself in the subject, instead of positioning the power in the field of the state alone. Thus, wherever the power is, there is the opportunity for resistance to emerge and the boundaries of the political to expand (Foucault, 2016). \u0000In this framework, the expansion of the borders of the political sphere towards the social sphere destroyed the one-sided perception of the concept of hegemony under the control of the state or the ruling class, and with the influence of Gramsci (1999), the concept of counter-hegemony and the struggle for hegemony emerged. The field of education should be understood as a field of political struggle as it contains many political confrontations that conflict with each other, such as power, education trade unions, education policies, educational designs such as teachers, students and families. Thus, the field of education appears, on the one hand, in the structural political struggle between the political power and \"Education Trade Unions\", and on the other hand, as a field of hegemony that includes particular subject movements and political subject positions, such as students and teachers.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80734863","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, the effect of teaching the concept of integral with multiple representations on the concept definitions of teacher candidates was examined. And also, the effect of teacher candidates ‘ thinking structures on their use of multiple representations was investigated. In this study, algebraic, graphical and numerical representations were used together in teaching the concept of integral at university level. Since the course content was designed by supporting multiple representations, a quasi-experimental research-experimental research design was used in the research. In this study, quasi-experimental research experimental research design was used because the course content was designed by supporting multiple representations. In this study, the study group consisted of secondary school mathematics teacher candidates. Within the scope of the research, Mathematical Process and Integral Concept Test were used. These scales were analyzed by quantitative and qualitative methods. Regardless of the thinking structures of the pre-service teachers, it has been determined that concept definitions include different representations depending on the teaching style supported by multiple representations in the course. It has been observed that the thinking structures of the pre-service teachers affect their representation preferences slightly, if not too much, while defining the concept. However, it has been determined that there are no sharp boundaries in the types of representation used by participants with different thinking structures. Even though the pre-service teachers had different thinking structures, they used multiple representations in their concept recognition. It can be concluded that this situation has a connection with the use of multiple representations in the lesson in addition to the thinking structures of the participants. It can be concluded that this situation has a connection with the use of multiple representations in the lesson in addition to the thinking structures of the participants. According to this result, the use of more than one representation in teaching a concept enables students to learn the concept in a versatile way. For this reason, it can be said that the use of multiple representations in teaching the concept of integral provides a higher level and deeper learning. This situation can be generalized to other concepts as well.
{"title":"The relationship between multiple representations and thinking structures: example of the integral concept","authors":"B. Di̇nçer","doi":"10.17478/jegys.1213997","DOIUrl":"https://doi.org/10.17478/jegys.1213997","url":null,"abstract":"In this study, the effect of teaching the concept of integral with multiple representations on the concept definitions of teacher candidates was examined. And also, the effect of teacher candidates ‘ thinking structures on their use of multiple representations was investigated. In this study, algebraic, graphical and numerical representations were used together in teaching the concept of integral at university level. Since the course content was designed by supporting multiple representations, a quasi-experimental research-experimental research design was used in the research. In this study, quasi-experimental research experimental research design was used because the course content was designed by supporting multiple representations. In this study, the study group consisted of secondary school mathematics teacher candidates. Within the scope of the research, Mathematical Process and Integral Concept Test were used. These scales were analyzed by quantitative and qualitative methods. Regardless of the thinking structures of the pre-service teachers, it has been determined that concept definitions include different representations depending on the teaching style supported by multiple representations in the course. It has been observed that the thinking structures of the pre-service teachers affect their representation preferences slightly, if not too much, while defining the concept. However, it has been determined that there are no sharp boundaries in the types of representation used by participants with different thinking structures. Even though the pre-service teachers had different thinking structures, they used multiple representations in their concept recognition. It can be concluded that this situation has a connection with the use of multiple representations in the lesson in addition to the thinking structures of the participants. It can be concluded that this situation has a connection with the use of multiple representations in the lesson in addition to the thinking structures of the participants. According to this result, the use of more than one representation in teaching a concept enables students to learn the concept in a versatile way. For this reason, it can be said that the use of multiple representations in teaching the concept of integral provides a higher level and deeper learning. This situation can be generalized to other concepts as well.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"689 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78698168","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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