Moral Development in Preparing Gifted Students for Global Citizenship

Gibson, Kay; Landwehr-Brown, Marjorie

doi:10.1007/978-0-387-89368-6_22

Cited by 12 publications

(10 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…With ABVET students revealed their answers about what would happen if they had and do not have the value of responsibility by establishing a concrete daily life relationship. Similar to this research, the results of many studies on the value of responsibility in the literature also supported our research results (Duer et al, 2002;Gibson and Landwehr Brown, 2009;Gordon, 2010;UNESCO, 2002). For example, Burke et al (2001) prepared a character education program on respect, justice, responsibility, citizenship, flexibility, helpfulness, and honesty, and integrated this program into the primary education program and they found that the character education program has positively affected student interaction.…”

Section: Discussionsupporting

confidence: 91%

“…In the related literature, some research has investigated how values education processes (Cohen, 2006;Davidson et al, 2008;UNESCO, 2002) or how students transfer values to daily life (Duer et al, 2002;Gao, et al, 2019;Gibson and Landwehr Brown, 2009;Kropp, 2006;Lee et al, 2013;Thornberg, 2008). Studies on values education in the literature are generally limited to behavioral sciences (Tekbıyık and Akdeniz, 2017).…”

mentioning

confidence: 99%

See 1 more Smart Citation

Values Education in Science Lessons with Activities: Responsibility Value

Yaman¹,

Anılan

2021

SEI

View full text Add to dashboard Cite

This research aimed to gain the value of responsibility implicitly through activity-based values education tasks (ABVET) prepared in secondary school science lessons. The research was carried out with the embedded quasi-experimental design, one of the mixed research methods. The study group of the research consisted of 37 middle school students in total. Non-parametric tests were used to analyze the quantitative data obtained within the scope of the research and descriptive analysis was used in the analysis of qualitative data. The Dilemma Situations Form (DSF) developed by the researchers, activity documents, student and researcher diaries, and focus group interview form were used as data collection tools. Lessons were taught in the control group as curriculum in practice. In the experimental group, lessons were taught by the researchers with an enriched content and activity program aimed at gaining responsibility value. It was concluded that there was a significant difference in favor of the experimental group between the post-test scores of the experimental and control groups. It was concluded that ABVET was effective in gaining responsibility value to sixth grade students with the data obtained from the DSF, activity documents, student and researcher diaries and focus group interview form. This research shows which method, technique, and material can be preferred for values education in science courses included in education programs. Given the promising results of the current research, methods or techniques related to the constructivist approach such as the appropriate values education program, ABVET should be used for different science subjects, various courses, and grade levels in future studies.

show abstract

Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 99%

Values Education in Science Lessons with Activities: Responsibility Value

Yaman¹,

Anılan

2021

SEI

View full text Add to dashboard Cite

show abstract

“…Most pedagogy researchers have so far concentrated on the moral sensitivity of gifted children and adolescents (Gibson, 2009;Lovecky, 2009;Roeper & Siverman, 2009). Their studies have demonstrated an association between their levels of moral sensitivity and the levels of intelligence.…”

Section: Moral Sensitivity Of Young People With Intellectual Disabili...mentioning

confidence: 99%

Moral Sensitivity of Young People with Intellectual Disability – Its Role in The Process of Their Education

Otrębski

Czusz-Sudoł

2022

The European Educational Researcher

View full text Add to dashboard Cite

According to Heller and Życiński (1980) the primary regulator of human behaviour is the system of values therefore its development should be in the centre of all educational and upbringing measures. Our focus here is on moral sensitivity understood as the ability of an individual to see social situations from the perspective of moral good and moral evil that represent values embodied in moral norms adopted by the world and internalised by humans as the principles of conduct. The main research question was the following: How morally sensitive are persons with ID and how is their sensitivity associated with the degree of intellectual disability and gender? A non-probability sample 267 of Polish residents aged 16-30 years with mild (58.42%) or moderate (41.58%) intellectual disability was assembled. Men and women were almost in equal proportion. The Moral Sensitivity Inventory (MSI; Otrębski, Sudoł, 2020) has been used to measure the moral sensitivity of people with ID. It consists of 10 illustrated stories presenting typical social situations containing moral dilemmas, and an evaluation form. The tested person’s task is to answer the following question “Who, in this story, did something right or wrong, and what was that?” and to indicate as many moral elements in the story and the picture as they can. The results imply that the study participants had different ability to discern moral good and moral evil. They were more sensitive to the manifestations of good and evil bad associated with Understanding one’s behaviour and its impact on others (more than one-fourth of them had high scores) and less perceptive of those relating to Respect for others’ property and Conformance to principles and norms. The results of the study expand the knowledge of the overall moral sensitivity of persons with intellectual disabilities.

show abstract

“…Özel yetenekli kişilerin sahip olduğu duyarlılık, adalet, dürüstlük ve sorumluluk duygusu, yirmi birinci yüzyılda insanlar için gerekli bilgi, tutum ve becerilerin gelişmesini hızlandırabilir. Özel yetenekli öğrencilerin duyuşsal özelliklerini de dikkate alarak hazırlanacak bir eğitim müfredatı, küresel etkiyle sahip olumlu işler yapmaya hazırlanmalarında faydalı olabilir (Gibson & Landwehr-Brown, 2009). Bu araştırma ortaokul yedi ile sekizinci sınıf öğrenciler ve belli okullarla sınırlı kalmıştır.…”

Section: Tartişma Ve Sonuçunclassified

Özel Yetenekli̇ Ve Normal Geli̇şi̇m Gösteren Öğrenci̇leri̇n Ahlaki̇ Ki̇mli̇k Ve Özgeci̇li̇k Düzeyleri̇ni̇n İncelenmesi̇

Özbey¹,

Karduz²

2018

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

View full text Add to dashboard Cite

Bu çalışmanın temel amacı, özel yetenekli ve normal gelişim gösteren öğrencilerin ahlaki kimlik ve özgecilik düzeylerini karşılaştırmaktır. Bir diğer amaç ise özel yetenekli öğrencilerin ahlaki kimlik ile özgecilik düzeyleri arasındaki olası ilişki düzeyini saptamaktır. Çalışmada, ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu İzmir ilinde uygun örnekleme ile seçilmiş üç yüz otuz üç (% 74.8) normal öğrenci ve yüz on iki (% 25,2özel yetenekli olmak üzere toplamda 445 öğrenci oluşturmaktadır. Öğrencilerin 220'si (% 49.4) kız, 225 (%51.6) erkektir. Veri toplamak amacıyla Ahlaki Kimlik Ölçeği ile Özgecilik Ölçeği kullanılmıştır. Veriler analiz edilirken t testi, Pearson momentler çarpımı korelasyon analizi ve regresyon analizi kullanılmıştır. Araştırmada t testi sonuçlarına göre özel yeteneklilerin ahlaki kimlik düzeyleri ile özgecilik düzeyleri normal öğrencilerden istatistiksel olarak anlamlı şekilde yüksek çıkmıştır. Pearson korelasyon analizi sonucunda özel yetenekli öğrencilerin ahlaki kimlikleri ile özgecilik düzeyleri arasında istatistiksel olarak anlamlı ve pozitif yönde bir ilişki bulunmuştur. Regresyon analizi sonucunda özel yetenekli öğrencilerin ahlaki kimliklerinin özgecilik düzeylerini istatistiksel olarak anlamlı şekilde yordadığı görülmüştür.

show abstract

Moral Development in Preparing Gifted Students for Global Citizenship

Cited by 12 publications

References 11 publications

Values Education in Science Lessons with Activities: Responsibility Value

Values Education in Science Lessons with Activities: Responsibility Value

Moral Sensitivity of Young People with Intellectual Disability – Its Role in The Process of Their Education

Özel Yetenekli̇ Ve Normal Geli̇şi̇m Gösteren Öğrenci̇leri̇n Ahlaki̇ Ki̇mli̇k Ve Özgeci̇li̇k Düzeyleri̇ni̇n İncelenmesi̇

Contact Info

Product

Resources

About