Üstün Yeteneklilerin Eğitiminde Güvenli Öğrenme Ortamına İlişkin Öğrenci ve öğretmen Görüşleri

Year 2020, , 311 - 333, 17.04.2020

Sayed Masood Haıdarı , Fazilet Karakuş , Ayhan Koçoğlu

https://doi.org/10.30831/akukeg.581632

Cited By: 2

Abstract

Bu çalışmanın amacı
Türkiye’de öğrenim gören ve ortaokula devam eden üstün yetenekli öğrencilerin,
normal okullarındaki ve Bilim Sanat Merkezlerindeki öğrenme iklimi ile ilgili
görüşlerini güvenli öğrenme ortamı bağlamında belirlemektir. Çalışmada ayrıca,
bu öğrencilerin ve öğretmenlerinin potansiyel olarak güvenli ve arzu edilen bir
öğrenme ortamından ne bekledikleri de incelenmiştir. Bu nedenle çalışmada nitel
araştırma yöntemi kullanılmıştır. Çalışmanın verileri, üstün yetenekli
öğrencilerle (N = 12) ve onların öğretmenleriyle (N = 5) yapılan birebir yarı
yapılandırılmış görüşmeler vasıtasıyla toplanmıştır. Elde edilen nitel
verilerin çözümlenmesinde içerik analizi kullanılmıştır. Bulgular, üstün yetenekli
öğrencilerin Bilim Sanat Merkezlerini normal okullarına kıyasla daha güvenli ve
arzu edilen bir yer olarak gördükleri şeklinde olumlu bir görüşe sahip olduğunu
göstermektedir. Yine bulgularda öğrencilerin Bilim sanat Merkezinde kendilerini
psikolojik olarak güvende ve mutlu hissettikleri; orada düşüncelerini rahatça
ifade edebildikleri ve suçlanmaya maruz kalmadan soru sorabildikleri ortaya
çıkmıştır. Bununla birlikte öğrenci görüşlerinde normal okulların, çoğunlukla
kalabalık sınıf mevcutları nedeniyle psikolojik açıdan tam olarak güvenli
şeklinde tanımlanmadığı görülmüştür. Araştırmada öğrencilerin güvenli bir
öğrenme ortamından beklentilerinin ise; “öğretmen yaklaşımı, akran ilişkileri,
öğrenme süreci ve fiziksel ortamın özellikleri” ekseninde toplandığı
belirlenmiştir. Aynı konudaki öğretmen görüşlerinin de buna benzer olduğu
saptanmıştır.

Keywords

güvenli öğrenme ortamı, üstün yetenekli öğrenciler, üstün yetenklilerin eğitimi, normal okul

Teacher and Student Perspectives on Safe Learning Climate in Gifted Education

Abstract

This study explored
the views of the lower secondary gifted students in relation to the learning
climate established in their regular schools and the gifted education centers, with
a focus on their psychological safety, in the Turkish context. It also investigated
what these students and their teachers expect from a potentially safe and
desirable learning atmosphere. Therefore, a qualitative research approach was
employed. The data were collected through one-to-one semi-structured interviews
with the gifted students (N = 12) and their teachers (N = 5).
Then, the interview data were transcribed and content analyzed. The findings
show that gifted students had a positive description of the gifted center
as a safe and desirable place compared to their regular schools. They felt
happy and psychologically safe at the gifted center, where they could disclose
their opinions and ask questions without being subjected to embarrassment. The
regular schools, however, were not described as fully safe from a psychological
perspective, mostly because of the crowded classrooms. Students’ expectations
of a safe learning climate were in relation to teacher approachability, peer
relationships, learning process and the physical characteristics of the
learning environment. Teachers were also of similar opinions with regard to
these findings.  

Keywords

safe learning climate, gifted students, gifted education, regular school

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