Effects of biology project studies on gifted and talented students’ motivation toward learning biology

Özarslan, Murat; Çetin, Gülcan

doi:10.1177/0261429417754203

Cited by 8 publications

(3 citation statements)

References 12 publications

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“…Regarding the regulation of the studying environment of the individual, another criterion for the performance phase of self-regulation, most of the students stated they prefer to study in a quiet and calm environment (Table 12). Similar results were found in the study of Ozarslan and Cetin (2015) which concluded that specially gifted students generally prefer a calm, quiet, noncrowded, tidy, clean and convenient environment during their biology project. In addition, similar to the findings of Demirezen and Akhan (2013), the participants of the present study stated that they study in a comfortable position on the table, on the floor, or on the bed; in short, in a convenient environment by sitting or lying down.…”

Section: Discussion Regarding the Performance Phasesupporting

confidence: 86%

An examination of the self‐regulation for science learning of middle school students with different achievement levels

Karaca

Bektaş

TARKIN-ÇELİKKIRAN>

2022

Psychology in the Schools

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This research aims to examine the self-regulation of students with different achievement levels toward science learning based on Zimmerman's model including three phases: forethought, performance, and self-reflection. The research was conducted based on the case study from the qualitative research method. The study group consisted of 12 students who have different academic achievement levels and are studying at different levels of a middle school in Kayseri province, Turkey. The data of the research were collectedthrough semistructured interviews and analyzed using content analysis. It was determined that each phase of self-regulation was not compatible with academic achievement, and individual differences came to the fore in students' self-regulation. The authors concluded that a student's level in all subdimensions of self-regulation was not the same.They also found that not only academic achievement affected the subdimensions of self-regulation, but also individual factors and differences.

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Section: Discussion Regarding the Performance Phasesupporting

confidence: 86%

An examination of the self‐regulation for science learning of middle school students with different achievement levels

Karaca

Bektaş

TARKIN-ÇELİKKIRAN>

2022

Psychology in the Schools

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“…In general, studies by Dohn et al (2016), Mnguni (2018), Özbaş (2019), and Kişoğlu (2018) were interested in finding out the students motivation toward learning biology; however, the literature lacks sufficient studies on pre-service biology teachers motivation toward learning biology. Besides, the effect of different instructional methods on student's motivation toward learning biology was found out (Bulic & Blazevic, 2020;Corkin et al, 2017;Dyrberg et al, 2017;Hewitt et al, 2019;Keraro et al, 2007;Özarslan & Çetin, 2018), but minor studies focused on the effect of resourcebased instructions on pre-service biology teacher's motivation toward learning biology. Likewise, a recent study done in higher learning institutions in Rwanda (Mukagihana et al, 2020) showed low use of resource-based instructional tools prevailed to teach and learn biology.…”

Section: Introductionmentioning

confidence: 99%

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

Mukagihana

Nsanganwimana

Aurah

2021

LUMAT

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Linking motivation and learning is central to understanding students’ motivation toward learning and learning itself as complex cognitive phenomena. Some studies focused on students’ motivation toward learning biology in general; however, the shortage of studies on the effect of animation-based instruction and small-group laboratory activities as Resource-based Instructions (RBIs) on pre-service biology teachers was realized. The present study aimed to determine the effect of resource-based Instructions on pre-service biology teachers’ academic motivation toward learning biology at private and public Universities in Rwanda. Pre-service biology teachers were grouped into three groups at a public teacher traning University and received a pre-and post-assessment. Quasi-experimental, pre and post-test control group design was used at a public university, while a repeated measures design was used at a private university. The standard academic motivation scale for learning biology (AMSLB) yielded a Cronbach alpha coefficient of 0.71 before use. The t-Test was computed to measure the statistically significant difference between the pre-and post-assessment scores and group of RBI interventions. Multivariate analysis (MANOVA) was computed to measure the effect of RBIs vis à vis the AMSLB factors. Findings revealed no statistically significant difference (df=18, p=.458) in the motivation of learning biology of pre-service teachers before and after learning via traditional instruction at a public university. However, a statistically signficant difference was found with animation instruction (df=18, p=.002) and lab instruction (df=18, p=.014). The motivation of learning biology increased at a public university than at a private university. However, animations and small-group lab activities increased pre-service biology teachers’ intrinsic and extrinsic—career motivation of learning biology at both universities. Therefore, the study recommends using RBIs to improve pre-service biology teachers’ motivation toward learning biology.

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“…These products such as utility models might be disseminated by applying national or international project competitions and patent institution (MONE, 2019; Özbek & Dağyar, 2022). Even though gifted education program expects them to complete their projects, not all of them could produce creative solutions and finish up by synthesizing existing literature on a problem or producing typical solutions (Nacaroğlu, & Arslan, 2019; Özarslan & Çetin, 2018; Özbek & Cho, 2022). Some of them might give up the project before its completion with the excuse that completing a project is time consuming and that the project production process is challenging.…”

Section: Introductionmentioning

confidence: 99%

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

Özbek

Cho

2023

Gifted Education International

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This study aimed to examine project productions of gifted youths with real-life problems in the STEM domain in the Upper-Lower Groups according to their program evaluations. A mixed research design was used. Education program evaluations of 105 gifted youths, who were attending the Project Production and Management Program at Science and Art Centers in the Republic of Türkiye, were analyzed. It was found that even though they had positive views on the effectiveness of program, there was a significant difference between the lower-27% and upper-27% groups. In the second part, project productions of gifted youths in the Lower-Upper Groups were examined. Even though they were able to produce projects with real-life problems in the STEM domain, differences in favor of the Upper Group were concluded in terms of interdisciplinary connections, complexity of real-life problems, originality of ideas, creative productivity, validation of the solutions, transformation into products, and universality of dissemination.

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Effects of biology project studies on gifted and talented students’ motivation toward learning biology

Cited by 8 publications

References 12 publications

An examination of the self‐regulation for science learning of middle school students with different achievement levels

An examination of the self‐regulation for science learning of middle school students with different achievement levels

Effect of resource-based instructions on pre-service biology teachers’ motivation toward learning biology

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

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