Üstün ve Özel Yetenekli Öğrencilerle STEAM Temelli Renk Çemberi Uygulamaları ve Sonuçları

Abstract

Bu çalışmada, CMY bilimsel temelli boya renkleriyle dijital ortamda STEAM temelli tasarlanan renk çemberinin, ölçüm ve deneyim hassasiyeti temelli iki farklı yolla yapılan uygulamasının karşılaştırılması ve bu iki uygulamanın STEAM bütünleşik öğrenme modeli çerçevesinde sağladığı avantajların ortaya konulması amaçlanmıştır. Renk çemberi boyama etkinliğinde, genel zihinsel yetenek alanında tanılı üstün zekâlı 5 ve resim özel yetenek alanında tanılı 6 ortaokul öğrencisi ile resim alanına seçilmiş özel yetenekli 5 üniversite öğrencisi olmak üzere toplam 16 öğrenci yer almıştır. Çalışmada elde edilen sonuçlar, STEAM temelli etkinliklerin ve beraberindeki uygulamaların, bireylerin var olan becerileri ile süreç içinde geliştirdikleri yeni becerileri anlamlı biçimde bütünleştirdiğini göstermiştir. Bu sayede hem üstün zekâlı ve özel yetenekli ortaokul öğrencileri hem de özel yetenekli üniversite öğrencileri etkinliği başarılı performansla tamamlamıştır. Ayrıca uygulama sürecinde öğrencilerin dikkat, görsel algı, oranlama, karşılaştırma, karar verme ve yaratıcı problem çözme becerilerini etkin biçimde kullandıkları belirlenmiştir. Ölçüm hassasiyeti temelli uygulamaların sistematik düşünme ve kontrollü işlem basamaklarını desteklediği; deneyim hassasiyeti temelli uygulamaların ise öğrencilerin sanatsal yorumlarını, görsel değerlendirme becerilerini ve özgün ifade biçimlerini daha belirgin hâle getirdiği görülmüştür. Bu bulgular, STEAM yaklaşımının farklı yetenek profillerine sahip bireyler için hem yapılandırılmış hem de esnek öğrenme olanakları sunduğunu ortaya koymaktadır. Bununla birlikte, renk öğretiminin yalnızca teknik ya da sanatsal bir süreç olmadığı, aynı zamanda disiplinler arası bağlantılar kurmayı destekleyen bütüncül bir öğrenme yaşantısı sunduğu anlaşılmaktadır. Elde edilen bulgular, öğrencilerin mevcut bilgi birikimlerini uygulama sürecinde yeniden yapılandırarak disiplinler arası düşünme, estetik farkındalık geliştirme ve ortak ürün oluşturma açısından daha bütüncül bir öğrenme deneyimi yaşadıklarını göstermektedir. Bu süreçte iş birliği, sabır, değerlendirme ve sorumluluk gibi becerilerin de desteklendiği söylenebilir.

Keywords

• STEAM Temelli Renk Çemberi
• Üstün ve Özel Yetenekli Öğrenciler
• Ölçüm Hassasiyeti
• Deneyimsel Duyarlılık

Steam Based Color Wheel Applications and Outcomes with Gifted and Talented Students

Abstract

This study aimed to compare two different implementations of a STEAM-based color wheel, digitally designed with CMY science-based paint colors, one grounded in measurement precision and the other in experiential precision, and to reveal the advantages offered by these two implementations within the framework of the integrated STEAM learning model. A total of 16 students participated in the color wheel painting activity, including five gifted middle school students identified in the domain of general intellectual ability, six middle school students identified in the domain of artistic talent, and five university students selected as talented individuals in the field of art. The findings demonstrated that STEAM-based activities and their associated practices meaningfully integrated participants’ existing skills with the new competencies they developed throughout the process. In this respect, both gifted and talented middle school students and talented university students completed the activity successfully. In addition, the results indicated that students actively employed skills such as attention, visual perception, proportional reasoning, comparison, decision-making, and creative problem-solving during the implementation process. While measurement-precision-based practices supported systematic thinking and controlled procedural steps, experiential-precision-based practices made students’ artistic interpretations, visual evaluation skills, and original forms of expression more visible. These findings suggest that the STEAM approach provides both structured and flexible learning opportunities for individuals with diverse talent profiles. Furthermore, the teaching of color was found to represent not only a technical or artistic process, but also a holistic learning experience that fosters interdisciplinary connections. The findings also demonstrated that students restructured their prior knowledge throughout the implementation process and engaged in a more holistic learning experience in terms of interdisciplinary thinking, the development of aesthetic awareness, and the production of a shared outcome. In this process, skills such as collaboration, patience, evaluation, and responsibility were also supported.

Keywords

• STEAM-Based Color Wheel
• Gifted and Talented Students
• Measurement Precision
• Experiential Sensitivity

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