Biyoloji Proje Çalışmalarının Üstün Zekâlı ve Yetenekli Öğrencilerin Bilimsel Tutumlarına Etkisi

Abstract

The purpose of this study is to determine the impact of biology project work on the scientific attitudes of gifted and talented students. This study was composed of pre-test and post-test experimental research design without control group. Quantitative and qualitative research methods have been used for collecting data in the study. It was conducted with 46 gifted and talented students who were registered at two different centre of BİLSEM (Science and Art Centre) in the Marmara Region, and who carried out biology project work during the autumn semester of 2012-2013 academic year. Data was collected using pre-test and posttest research model and Scientific Attitude Scale. Semi-structured Interview Form was used after the project. Wilcoxon Signed Ranks Test and descriptive analysis statistical methods were used to analyse the quantitative data of the study with the help of SPSS 20 software program. Qualitative data was analysed using content analysis method. The results of our study revealed that both of the pre-test and post-test scores of scientific attitudes of the students were high. It is also understood that biology project work did not show any statistically significant effect on the scientific attitudes of the students. In addition, it has been determined that the students experience several problems at BİSEM, such as inadequate study space for the biology projects, insufficient supply and use of materials and equipment, limited project completion period, the difficulty in finding the original and unique project topics..

Project productions with real-life problems in the STEM domain of gifted youths according to their program evaluations

“…Although programs expect gifted youths to carry out creative project production with real life problems in the STEM domain, by synthesizing existing literature and producing typical solutions some of them might not be able to do it. Some of them might have ideas but will not able to complete their projects since creative productivity requires perseverance through challenging processes (Bishop, 2000; Özarslan, 2018; Özbek & Cho, 2022). It seems necessary to examine gifted youths’ project productions on interdisciplinary real-life problems from their perspectives on education program.…”