Educator professional development (EPD) is a key mechanism for improving classroom instruction and student achievement hence curriculum management is imperative for educators through their possession of motivational and inspirational skills. It is therefore imperative for educators in correctional centres to manage curriculum effectively and efficiently. This experience which is under constant ‘surveillance’ within the Correctional facilities is not often discussed by researchers. Basic literacy and numeracy skills are offered to adults who were socially marginalized and economically disadvantaged prior to their imprisonment.
{"title":"Educator professional development towards management of curriculum implementation: A case study in correctional centres Gauteng Region, South Africa.","authors":"H. Moyo","doi":"10.17478/jegys.1062480","DOIUrl":"https://doi.org/10.17478/jegys.1062480","url":null,"abstract":"Educator professional development (EPD) is a key mechanism for improving classroom instruction and student achievement hence curriculum management is imperative for educators through their possession of motivational and inspirational skills. It is therefore imperative for educators in correctional centres to manage curriculum effectively and efficiently. This experience which is under constant ‘surveillance’ within the Correctional facilities is not often discussed by researchers. Basic literacy and numeracy skills are offered to adults who were socially marginalized and economically disadvantaged prior to their imprisonment.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81329567","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 shows the diagnosis of difficulties faced by students when solving problems with a system of linear equations with three variables and efforts to overcome them by providing scaffolding interventions. The approach used in this study is qualitative. The sample selection using a purposive sampling technique was made by giving three math problems, the topic of a system of linear equations with two variables, then three students were selected to be the research subjects. The selection of students is determined based on the category of communication skills and low, medium, or high mathematical abilities. The research data were obtained from 3 sources: test sheets, semi-structured interviews, and the results of student work after scaffolding was given. Several research results show students' difficulties in solving three-variable linear equation systems problems based on Polya-based cognitive mapping: first, the difficulty in understanding the problem. This difficulty arises because of mental holes that students should not have at grade levels, such as knowledge of fractions, algebra, basic concepts of triangles, and others. Second: Difficulty compiling a solution. This can be seen when students cannot correctly model contextual problems into mathematical models. Third, the implementation of the complete plan can be identified through students' mistakes when performing arithmetical algebraic operations and applying appropriate mathematical rules/principles, the leading cause of which can occur due to inaccuracy and misconceptions about mathematical concepts. The researchers tried to overcome these problems by providing Level 2 scaffolding with the techniques proposed by Angirelli, including (explaining, reviewing, and restructuring).
{"title":"SCAFFOLDING THROUGH COGNITIVE MAPPING BASED ON DIAGNOSING STUDENT'S DIFFICULTIES IN SOLVING PROBLEM","authors":"Buhaerah Buhaerah","doi":"10.17478/jegys.1099807","DOIUrl":"https://doi.org/10.17478/jegys.1099807","url":null,"abstract":"This study shows the diagnosis of difficulties faced by students when solving problems with a system of linear equations with three variables and efforts to overcome them by providing scaffolding interventions. The approach used in this study is qualitative. The sample selection using a purposive sampling technique was made by giving three math problems, the topic of a system of linear equations with two variables, then three students were selected to be the research subjects. The selection of students is determined based on the category of communication skills and low, medium, or high mathematical abilities. The research data were obtained from 3 sources: test sheets, semi-structured interviews, and the results of student work after scaffolding was given. Several research results show students' difficulties in solving three-variable linear equation systems problems based on Polya-based cognitive mapping: first, the difficulty in understanding the problem. This difficulty arises because of mental holes that students should not have at grade levels, such as knowledge of fractions, algebra, basic concepts of triangles, and others. Second: Difficulty compiling a solution. This can be seen when students cannot correctly model contextual problems into mathematical models. Third, the implementation of the complete plan can be identified through students' mistakes when performing arithmetical algebraic operations and applying appropriate mathematical rules/principles, the leading cause of which can occur due to inaccuracy and misconceptions about mathematical concepts. The researchers tried to overcome these problems by providing Level 2 scaffolding with the techniques proposed by Angirelli, including (explaining, reviewing, and restructuring).","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"1177 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86479019","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}
{"title":"The use of 3D design programs and 3D printers in the education of the gifted and the opinions of students and teachers","authors":"Cüneyt Akyol, M. Uygur, Tuğba Yanpar Yelken","doi":"10.17478/jegys.1105484","DOIUrl":"https://doi.org/10.17478/jegys.1105484","url":null,"abstract":"","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85577935","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}
{"title":"Digital immigrants, digital natives and digital learners: Where are we now?","authors":"H. David","doi":"10.17478/jegys.1090172","DOIUrl":"https://doi.org/10.17478/jegys.1090172","url":null,"abstract":"","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84517831","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}
{"title":"Investigation of Androgen Receptor Gene CAG Repeat Polymorphisms and Determination of Science Attitudes of Gifted Children in Turkey","authors":"Merve KIZILBAY KAYA, F. Polat","doi":"10.17478/jegys.1100055","DOIUrl":"https://doi.org/10.17478/jegys.1100055","url":null,"abstract":"","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"2014 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86689632","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 technology curriculum is positioned to have the same status as those in mathematics and science curricula. This existence is supplied as a means of advancing knowledge and contributing to key insights into the subject's design process curriculum, particularly in the context of an ODeL. Innovative instructional methodologies are better positioned to develop design process knowledge within the needs of the ODeL environment to meet this requirement. "How did the e-tutors' gained pedagogical knowledge effect the students' learning of the design process?" was studied as a question to help the inquiry get more important insights. This work used a quantitative way to answer the main research question by allowing students to describe how they believe their e-tutor abilities to select instructional tactics to teach the design process. The quantitative data was employed as a scope and depth of comprehension and confirmation of the data gathered in the quantitative approach. Three hundred fifty postgraduate students were chosen from a year module of a degree as a sample. The instructional tactics of the e-tutors in teaching the design process in the virtual classroom were evaluated through an online survey. In the results of the study, in virtual classroom settings, e-tutors were found to have less ability to innovate and employ a broad educational style. It can be recommended to use an alternative model of e-tutor appointments instead of using the existing.
{"title":"E-tutors’ instructional strategies in teaching the design process in virtual classroom: A case in an Open Distance eLearning (ODeL) environment","authors":"M. Sedio","doi":"10.17478/jegys.1059522","DOIUrl":"https://doi.org/10.17478/jegys.1059522","url":null,"abstract":"The technology curriculum is positioned to have the same status as those in mathematics and science curricula. This existence is supplied as a means of advancing knowledge and contributing to key insights into the subject's design process curriculum, particularly in the context of an ODeL. Innovative instructional methodologies are better positioned to develop design process knowledge within the needs of the ODeL environment to meet this requirement. \"How did the e-tutors' gained pedagogical knowledge effect the students' learning of the design process?\" was studied as a question to help the inquiry get more important insights. This work used a quantitative way to answer the main research question by allowing students to describe how they believe their e-tutor abilities to select instructional tactics to teach the design process. The quantitative data was employed as a scope and depth of comprehension and confirmation of the data gathered in the quantitative approach. Three hundred fifty postgraduate students were chosen from a year module of a degree as a sample. The instructional tactics of the e-tutors in teaching the design process in the virtual classroom were evaluated through an online survey. In the results of the study, in virtual classroom settings, e-tutors were found to have less ability to innovate and employ a broad educational style. It can be recommended to use an alternative model of e-tutor appointments instead of using the existing.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75389085","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}
{"title":"How realistic is the discourse of talent developing school?","authors":"H. Tortop","doi":"10.17478/jegys.1094472","DOIUrl":"https://doi.org/10.17478/jegys.1094472","url":null,"abstract":"","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78991098","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}
{"title":"The Effect of Early Intervention Program for Improving Working Memory on Working Memory Performance of Gifted Children","authors":"F. Karadag, Vesile Yildiz Demirtaş","doi":"10.17478/jegys.1088559","DOIUrl":"https://doi.org/10.17478/jegys.1088559","url":null,"abstract":"","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85261285","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}
{"title":"The culturally valued domains in talent studies in Iran: experts views","authors":"Saeed Akbari Zardkhaneh, Farnaz Mehdipour Maralani","doi":"10.17478/jegys.1071484","DOIUrl":"https://doi.org/10.17478/jegys.1071484","url":null,"abstract":"","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82588532","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}
{"title":"Learners’ prevalent misconceptions about force and experiences of Flipped classes","authors":"Israel Kibirige","doi":"10.17478/jegys.1058677","DOIUrl":"https://doi.org/10.17478/jegys.1058677","url":null,"abstract":"","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"243 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79277936","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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