Üstün Zekalı Öğrenciler Tarafından Tasarlanan Ürünlerde Yaratıcılığın Değerlendirilmesi: Sosyal Göstergebilimsel Çokmodlu Bir Bakış Açısı

Year 2023, Volume: 40-2 Issue: 1, 75 - 100, 10.10.2023

Zekai Ayık

https://doi.org/10.52597/buje.1109543

Abstract

Yaratıcılık, üstün zekalılığın temel bir özelliğidir ve bu nedenle yaratıcılığın değerlendirilmesi önemli bir yere sahiptir. Sosyo-kültürel bakış açısı yaratıcı ürünün ortaya çıktığı sosyal çevrenin tüm unsurlarını dikkate alır ve bu ürünün değerlendirilmesinde bu unsurları dikkate almanın gereğini vurgular. Üstün zekalı öğrencilerin sınıflarını sosyo-kültürel bir bağlam olarak ele alan bu çalışma, sınıfın çokmodlu söylem pratiklerini göz önünde bulundurarak üstün zekalı öğrenciler tarafından tasarlanan tasarımlardaki yaratıcılığın değerlendirilmesine sistemik bir yaklaşım getirmeyi amaçlamaktadır. Nitel betimsel bir yöntem kullanılmış ve on altı beşinci sınıf üstün zekalı öğrenci araştırmaya katılmıştır. Veriler, katılımcı tasarımları aracılığıyla toplanmış, çokmodlu ve göstergesel zenginlik analizi ile analiz edilmiştir. Sonuçlar, analiz edilen metinlerin çoğunlukla göstergesel açıdan zengin bulunduğunu ve değerlendirme aracının üstün zekalı öğrencilerin fen sınıfının söylem doğasına göre tasarımlardaki yaratıcılığı değerlendirmede etkili olduğunu göstermiştir.

Keywords

Çokmodlu tasarım, sosyal göstergebilim, tasarım, üstün zekalı öğrenciler, yaratıcılık

Assessment of Creativity in Artifacts Designed by Gifted Students: A Social Semiotic Multimodal Perspective

Abstract

Creativity is a central trait of giftedness, making the assessment of creativity an essential endeavor. A socio-cultural perspective takes into account all aspects of the social environment in which creative products emerge and underscores the necessity of considering these aspects when assessing such products. Regarding gifted classroom as a socio-cultural context, this study aims to introduce a systemic approach to evaluating creativity in designs created by gifted students, considering the multimodal discourse practices within the classroom. A qualitative descriptive method was employed, involving 16 fifth-grade gifted students in the study. Data were collected through participant design of artifacts and analyzed using multimodal and semiotic richness analysis. The results indicate that the analyzed texts are predominantly rich in semiotic aspects and demonstrate the effectiveness of the evaluation tool in assessing creativity in designs based on the discourse nature of the gifted students' science classroom.

Keywords

artifacts, creativity, gifted students, multimodal design, social semiotics

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