Science Education for Gifted Learners

Sumida, Manabu

doi:10.1007/978-94-6300-749-8_35

Cited by 5 publications

(9 citation statements)

References 13 publications

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“…It has been frequently suggested by researchers that the differentiation to be made in content should be chosen from among the challenging and interesting daily life topics for gifted students (Powers, 2008;Hertberg-Davis, 2009;Linn-Cohen & Hertzog, 2007;Sumida, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Plastik ve çevre kavramlarındaki tartışmalar ve söylemler (discourse), hız ve ivme konusundaki analizler ve DNA konusundaki organik maddeden DNA çıkartma etkinlikleri öğrencileri zorlayıcılık anlamında modüle bağlayan ve öğretmenin modülle ilgili pozitif görüşlerine örnektir. Halihazırda içerikte yapılacak farklılaştırmanın üstün yetenekliler için zorlayıcı ve ilgi çekici günlük yaşam konularından seçilmesi araştırmacılar tarafından sıklıkla önerilmiştir (Powers, 2008;Hertberg-Davis, 2009;Linn-Cohen & Hertzog, 2007;Sumida, 2017). Uygulama süreci temasına dönük olarak elde edilen sonuçlarda, yöntem /teknik, yaklaşım, etkinlik ve öğrenci tepkisi kategorileri oluşturulmuştur.…”

Section: Sonuç Ve Tartışmaunclassified

“…Researchers observed and resulted characteristics and skills for gifted students in science which are being curious about scientific processes, thinking creatively about scientific problems, having a desire / enthusiasm for scientific discussion topics, wondering about scientific events or objects, reading articles about scientific issues in their spare time, being interested in scientific projects or research, having the ability to analyze data, showing interest in natural phenomena (Callahan, 2017;Renzulli et al, 2002;Reis & Hausand, 2008;Sumida, 2017). Regarding these skills, the nature of science, science learning, science concepts, research skills should be taken into consideration in science teaching for gifted students (Trna & Trnová, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…1. konularına karşı istek/heves duyma, bilimsel olayların veya nesnelerin neden öyle olduklarını merak etme, boş zamanlarında bilimsel konular hakkındaki yazıları okuma, bilimsel proje veya araştırmalara ilgi duyma ve açık bir şekilde veri analizi yapabilme, doğa olaylarına ilgi gösterme ve yaratıcı düşünme üstün yeteneklilerde gözlenen fen bilimlerine yönelik özellikler ve becerilerdir (Callahan, 2017;Renzulli vd., 2002;Reis & Hausand, 2008;Sumida, 2017). Bu nedenle fen bilimlerinde odak noktasınının bilimsel süreçler olduğu söylenebilir.…”

Section: Introductionunclassified

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Differentiated inquiry-based science lesson modules specific to gifted students: Views regarding practice

Ülger

Çepni

2020

Journal of Individual Differences in Education

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We know that special approaches and strategies should be used in the education of gifted students. For this reason, it is aimed to develop an approach, material and teaching plan specific to gifted people in the gifted strategy document prepared by MNE-TUBITAK in the 2023 vision document of the Ministry of National Education. In this context, differentiated contextbased modules for the science lessons of gifted students were developed and applied. The opinions of the teacher, who is the implementer of the modules, about the modules are the subject of this study. The study was a case study, and the teacher and their views on the modules were asked and the data were analyzed. The results obtained were categorized as positive and negative opinions, and suggestions were made for future applications of similar materials.

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Section: Discussionmentioning

confidence: 99%

Section: Sonuç Ve Tartışmaunclassified

Section: Introductionmentioning

confidence: 99%

Section: Introductionunclassified

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Differentiated inquiry-based science lesson modules specific to gifted students: Views regarding practice

Ülger

Çepni

2020

Journal of Individual Differences in Education

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“…Studies that reveal the characteristics and skills of gifted and talented students in science were analyzed. According to the analysis, the characteristics and skills of gifted students were determined as being curious, interested in scientific problems, being willing to use scientific process skills, reading and following articles on scientific subjects, being interested in scientific projects or research, and showing interest in natural events (Callahan, 2017;Reis & Hausand, 2008;Renzulli et al, 2002;Sumida, 2017).…”

Section: Introductionmentioning

confidence: 99%

The effects of science teaching differentiated according to the grid model

2021

pegegog

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The aim of this study is to determine the effect of science lesson activities prepared in accordance with the components and steps of the grid model on the creative thinking skills, problem-solving skills and attitudes of gifted students. In this study, pre-test and post-test design with the control group were utilized among the experimental designs. The study group consisted of 44 students (23 in the experimental group, 21 in the control group) in the 9-10 age group, who were identified as gifted students and who attend the same Science and Art Center support education program in Istanbul. The analysis revealed that the differentiated implementations of Science according to the Grid Model had a significant impact on the creative thinking and problem-solving skills and attitudes of gifted students. In this study, the "Problem Solving Inventory for Primary Education Children" developed by Serin, Bulut Serin and Saygılı (2010), the "Attitude Scale towards the Science Course" created by Kenar and Balcı (2012), and Torrance Creative Figural A booklet, one of the Thinking Tests, were used. Within the scope of the study, it has revealed that its applications differentiated according to the Grid Model have a significant effect on the creative thinking and problem-solving skills and attitudes of gifted students.

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Mastery Learning—Benjamin Bloom

Akpan

2020

Springer Texts in Education

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Science Education for Gifted Learners

Cited by 5 publications

References 13 publications

Differentiated inquiry-based science lesson modules specific to gifted students: Views regarding practice

Differentiated inquiry-based science lesson modules specific to gifted students: Views regarding practice

The effects of science teaching differentiated according to the grid model

Mastery Learning—Benjamin Bloom

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