Üstün Yeteneklilerin Eğitiminde Güvenli Öğrenme Ortamına İlişkin Öğrenci ve öğretmen Görüşleri

Öz

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.

Anahtar Kelimeler

• 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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