STEAM Temelli Puantilizm Etkinliklerinin Üstün/ Özel Yetenekli Öğrencilerin Kavramsal Bilgi Düzeylerine ve Sanatsal Görme Biçimlerine Etkisi

Burcu Meral Tezeren; Kemal Yürümezoğlu

doi:10.53444/deubefd.1441152

Research Article

The Impact of STEAM-Based Pointillism Activities on The Conceptual Knowledge Levels and Artistic Perception of Gifted/Talented Students

Year 2024, Issue: 60, 1671 - 1692, 28.06.2024

Burcu Meral Tezeren , Kemal Yürümezoğlu

https://doi.org/10.53444/deubefd.1441152

Abstract

This research examines whether STEAM (Science-Technology-Engineering-Art-Math) based pointillism activities bring about changes in the conceptual knowledge levels and artistic perception of a total of 19 gifted/talented students aged 11-14. Designed with a qualitative research design, the study addresses the question: "Do pointillism activities included in the STEAM-based integrated learning model create a change in the conceptual knowledge levels of gifted/talented students?" by using an open-ended conceptual knowledge test. Additionally, it explores the question: "Does the pointillism technique included in the STEAM-based integrated learning model create a change in the skill development of gifted/talented students?" by collecting data through an observation form on artistic perception. The collected data were analyzed using descriptive content analysis. As a result, within the scope of the first sub-problem addressed in the study, it was observed that participants' conceptual knowledge levels improved from a basic level by 17.67% to a good level by 55.81%, with an average improvement of 38.14%. For the second sub-problem, it was found that the artistic perception skills improved from a medium level by 44.44% to a good level by 71.27%, with an average improvement of 26.83%. Furthermore, when the students' activity evaluation forms were examined, it was revealed that participants perceived an average improvement of 18.95%, ranging from 3.16% to 22.11%, in their skills by the end of the four relevant activities. In conclusion, it was observed that through the implementation of STEAM-based activities, students' multidimensional artistic skills and conceptual knowledge levels improved to varying degrees, reaching a good level with balanced skills. In terms of knowledge and skills, we believe that this development and balance result from the integrative nature of this applied process. Additionally, when examining the development of skills throughout the entire process, it was revealed that artistic skills progressed more slowly compared to conceptual knowledge development. In this context, for more advanced conceptual knowledge and skill development, we recommend developing and implementing activities that integrate knowledge and the relevant artistic skill, repeated at regular intervals, and of sufficient duration.

Keywords

Gifted education, STEAM integrated education, Pointillism technique, Artistic development

References

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Dorouka, P., Papadakis, S. & Kalogiannakis, M. (2021). The contribution of the health crisis to young children’s nano-literacy through STEAM education. Hellenic Journal of STEM Education. 2(1), 1-7.
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STEAM Temelli Puantilizm Etkinliklerinin Üstün/ Özel Yetenekli Öğrencilerin Kavramsal Bilgi Düzeylerine ve Sanatsal Görme Biçimlerine Etkisi

Year 2024, Issue: 60, 1671 - 1692, 28.06.2024

Burcu Meral Tezeren , Kemal Yürümezoğlu

https://doi.org/10.53444/deubefd.1441152

Abstract

Bu araştırmada STEAM (Fen bilimleri-Teknoloji-Mühendislik-Sanat-Matematik) temelli puantilizm etkinliklerinin, 11-14 yaş arasındaki toplam 19 üstün/özel yetenekli öğrencinin kavramsal bilgi düzeylerinde ve sanatsal görme biçimlerinde değişim oluşturup oluşturmadığı incelenmiştir. Nitel araştırma deseni ile kurgulanan çalışmada, “STEAM temelli bütünleşik öğrenme modelinde yer alan puantilizm etkinlikleri, üstün/özel yetenekli öğrencilerin kavramsal bilgi düzeylerinde bir değişim oluşturur mu?”, sorusu için açık uçlu sorulardan oluşan kavramsal bilgi testi; “STEAM temelli bütünleşik öğrenme modelinde yer alan puantilizm tekniği, üstün/özel yetenekli öğrencilerin beceri gelişimlerinde bir değişim oluştur mu?”, sorusu için sanatsal görme biçimi gözlem form kullanılarak veriler toplanmış; veriler betimleyici içerik analiziyle analiz edilmiştir. Sonuç olarak, çalışmada ele alınan birinci alt problem kapsamında, katılımcıların kavramsal bilgi düzeylerinin temel düzeyden %17,67 iyi düzeye %55,81 doğru, ortalama %38,14 oranında; ikinci alt problem kapsamındaki sanatsal görme biçimi becerilerinin ise orta düzeyden %44,44 iyi düzeye %71,27 doğru, ortalama %26,83 oranında geliştiği görülmüştür. Bunun yanında, öğrencilerin etkinlik değerlendirme formları incelendiğinde, katılımcı öğrencilerin ilgili dört etkinliğin sonunda becerilerinde % 3,16’den %22,11 oranına doğru ortalama %18,95 oranında bir gelişme algıladıkları ortaya konulmuştur. Sonuç olarak, STEAM temelli etkinliklerle uygulama sonucunda, öğrencilerin çok yönlü sanatsal beceri ve kavramsal bilgi düzeylerinin farklı oranlarda geliştiği ve becerilerin dengelenerek iyi düzeye ulaştığı görülmüştür. Bilgi ve beceri bağlamında bu gelişim ve dengelenmenin, bütünleşik olarak kurgulanan bu uygulama sürecinden kaynaklandığını düşünüyoruz. Bunun yanında tüm süreçte becerilerin gelişimini incelediğimizde, sanatsal becerilerin kavramsal bilgi gelişimine göre daha yavaş geliştiği ortaya koyulmuştur. Bu kapsamda daha ileri düzeyde kavramsal bilgi ve beceri gelişimi için, bilgi ve ilgili sanatsal beceriyi bütünleştiren, düzenli aralıklarla gelişerek tekrarlanan, yeterince uzun süreli etkinliklerin geliştirilmesi ve uygulamaya koyulmasını önermekteyiz.

Keywords

Üstün yetenekliler eğitimi, STEAM bütünleşik eğitim modeli, Puantilizm tekniği, Sanatsal gelişim.

References

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Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. baskı). Pegem Akademi.
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Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
Dorouka, P., Papadakis, S. & Kalogiannakis, M. (2021). The contribution of the health crisis to young children’s nano-literacy through STEAM education. Hellenic Journal of STEM Education. 2(1), 1-7.
Enginoğlu, T. & Yürümezoğlu, K. (2018). Hangi boyalarla daha canlı ve farklı renkler türetebiliriz?. Popular Science Dergisi, s. 92-93. Erişim adresi: https://www.researchgate.net/publication/349349427_Hangi_Boyalarla_Daha_Canli_ve_Farkli_Renkler_Turetebiliriz
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Girgin, D. & Satmaz, I. (2019). Özel Yetenekli Ögrencilerin Bilim ve Sanat Merkezinde Gerçekleştirilen Bilimsel Söyleşilere İlişkin Görüşleri. International Journal of Innovative Approaches in Education, 3(4), 82-92. Doi: 10.29329/ijiape.2019.226.2
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Haroutounian, J. (2014). Arts talent ID: A framework for identification of talented students in arts, New York: Rotal Fireworks Publishing. Erişim adresi: https://www.joanneharoutounian.com/pub_gif.html
Haroutounian, J. (2017). Artistic ways of knowing in gifted education: Encouraging every student to think like an artist. Roeper Review, 39(1), 44-58. doi:10.1080/02783193.2016.1247397
Haroutounian, J. (2019). Artistic ways of knowing: unveiling the artist within every student. American music teacher. (s. 22-27) içinde. Erişim adresi: https://www.joanneharoutounian.com/artistic.pdf
Haroutounian, J. (2019). Artistic ways of knowing: Thinking like an artist in the STEAM classroom. Stewart, A.J., Mueller, M.P. ve Tippins, D. J.(Ed.) Converting STEM into STEAM Programs: Methods and Examples from and for Education (s.169-183) içinde. Springer Nature: Switzerland. Erişim adresi: https://doi.org/10.1007/978-3-030-25101-7_12
Hunter-Doniger, T. (2018). Art Infusion: Ideal Conditions for STEAM. Art Education, 71(2), 22–27. https://doi.org/10.1080/00043125.2018.1414534
Johnsen, S. K. (2022). Standards in gifted education. In J. L. VanTassel-Baska & T. Cross (Eds.), Introduction to gifted education (2nd ed., pp. 23). Routledge. https://doi.org/10.4324/9781003235866
Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırma Dergisi., 1, 62-80. Erişim adresi: https://documentcloud.adobe.com/link/review?uri=urn:aaid:scds:US:fe1d3b5d-238e-4418-a9a5-ebd242503f67
Krausse, A. C. (2005). Rönesanstan günümüze resim sanatının öyküsü (Çeviri: D. Zaptçıoğlu). Almanya-Königswinter: Literatür Yayıncılık.
Krüger, N. ve Wörgötter, F. (2003). Symbolic pointillism: Computer art motivated by human perception: AISB 2003 Convention.Cognition in Machines and Animals, 1, 1 -5.
Krüger, N. & Wörgötter, F. (2005). Symbolic pointillism: Computer art motivated by human brain structures. Leonardo, 38(4), 337-340.
Lage-Gómez, C., & Ros, G. (2023). How transdisciplinary integration, creativity and student motivation interact in three STEAM projects for gifted education? Gifted Education International, 39(2), 247-262. https://doi.org/10.1177/02614294231167744
Leana-Taşçılar, M. (2017). Özel yetenekli çocukların psikolojisi. M. Leana-Taşçılar (Ed.). Özel yetenekli çocukların psikolojisi içinde. Ankara, Nobel Yayıncılık.
Leavy, A., Dick, L., Meletiou-Mavrotheris, M., Paparistodemou, E., & Stylianou, E. (2023). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 39(4), 1061–1082. doi: https://doi.org/10.1111/jcal.12806
Leong, L. (2015). Basic principles of color theory. In Color theory. Retrieved from http://faculty.missouri.edu/leongl/Courses/InstructionalMaterial/ColorTheory.pdf
Li, W. H., Wu, Y. C., Tsai, Y. T., & Lin, W. C. (2013). Generating pointillism paintings based on Seurat’s color composition. Computer Graphics Forum, 32(4), 153-162. https://doi.org/10.1111/cgf.12161
Lub, V. (2015). Validity in qualitative evaluation: Linking purposes, paradigms, and perspectives. International Journal of Qualitative Methods, 2(5), 1-8. doi: 10.1177/1609406915621406
Marland, J. (2022). STEAM from STEM: Rhode Island School of Design. Erişim adresi: https://www.risd.edu/steam
Meyn, J.R.(2008). Colour mixing based on daylight. European Journal of Physics, 29(8), 1017-1031. doi:10.1088/0143-0807/29/5/014
Radziwill, N., Benton, M., & Moellers, C. (2015). From STEM to STEAM: Reframing what it means to learn. STEAM, 2(1), 1–7. https://doi.org/10.5642/steam.20150201.3
Riley, S. (2020). Arts integration and STEAM. From Arts Integration. Retrieved from https://artsintegration.com/what-is-steam-education-in-k-12-schools/#whysteam
Root-Bernstein, R., Van Dyke, M., Peruski, A., & Root-Bernstein, M. (2019). Correlation between tools for thinking; arts, crafts, and design avocations; and scientific achievement among STEMM professionals. Proceedings of the National Academy of Sciences, 116(6), 1910-1917. https://doi.org/10.1073/pnas.1807189116
Rosi., T., Malgieri, M. & Oss, S. (2016). What are we looking at when we say magenta? Quantitative measurements of RGB and CMYK colours with a homemade spectrophotometer. European Journal of Physics, 37(6), 1-14. doi: 10.1088/0143-0807/37/6/065301
Ruiz, F.R. & Ruiz, M.J. (2015). Color addition and subtraction apps. The Physics Teacher, 53, 423-427. doi: 10.1119/1.4931012
Sak, U. (2014). Yaratıcılık gelişimi ve eğitimi, Ankara. Vizetek.
Shi, S. T. K. ve Foen, N. S. (2022). Arts element in STEAM Education: A systematic review of journal publications. Online Journal of Language, Communication, and Humanities, 5 (2):29-43. eISSN: 2637-0360
Signac, P. (1899). Eugéne Delacroix’dan yeni izlenimciliğe (Çev: M. Rıfat ve S. Rıfat). İstanbul. Yapı Kredi Yayınları.
Spyropoulou, N., & Kameas, A. (2023). Augmenting the impact of STEAM education by developing a competence framework for STEAM educators for effective teaching and learning. Education Sciences, 14(1), 25. https://doi.org/10.3390/educsci14010025
Sternberg R. J. (2020). Transformational giftedness: Rethinking our paradigm for gifted education.Roeper Review, 42(4), 230–240. Doi:https://doi.org/10.1080/02783193.2020.1815266.
Sugita, J. & Takahashi, T. (2013). A method for generating pointillism based on Seurat's color theory. ITE Transactions on Media Technology and Applications, 1(1): 317-327. Erişim adresi: https://www.jstage.jst.go.jp/article/mta/1/4/1_317/_pdf
Ubben, G. (2019). Using Project-based Learning to Teach STEAM. Stewart, A.J., Mueller M.P. ve Tippins, D. J.(Ed.) Converting STEM into STEAM Programs: Methods and Examples from and for Education (s.170-183) içinde. Springer Nature: Switzerland. Erişim adresi: https://doi.org/10.1007/978-3-030-25101-7_12
Wilson, H. W. (2018). Integrating the arts and STEM for gifted learners. Roeper Review, 40, 108–120. Doi: https://doi.org/10.1080/02783193.2018.1434712
VanTassel-Baska, J. (2021). Curriculum in gifted education: The core of the enterprise. Gifted Child Today, 44(1), 44–47. https://doi.org/10.1177/1076217520940747
Vogelaar, B., Sweijen, S.W. & Resing, WC.M.(2019). Gifted and average-ability children’s potential for solving analogy items. Journal of Intelligence, 7(3), doi:https://doi.org/10.3390/jintelligence7030019
Yakman, G. & Lee, H. (2012). Exploring the exemplary STEAM education in the U.S. as a practical educational framework for Korea. Journal of the Korean Association for Science Education, 32(6), 1072–1086.
Yakman, C. G. (2015). STEAM education. In STEAM: A framework for education across disciplines. Retrieved from https://steamedu.com
Yang, C. K. & Yang, H. L. (2008). Realization of Seurat’s pointillism via non-photorealistic rendering. Visual Comput, 24, 303-322. doi: 10.1007/s00371-007-0183-y
Zhbanova, K. (2018). Science through art: Motivating gifted and talented students. Journal of STEM , Arts, Crafts, and Constructions, 3(2), 9-23.

Year 2024, Issue: 60, 1671 - 1692, 28.06.2024

Burcu Meral Tezeren , Kemal Yürümezoğlu

https://doi.org/10.53444/deubefd.1441152

Abstract

References

Antoun, M., Plunkett, M., & Kronborg, L. (2022, April 3). Gifted education in Lebanon: Time to Rethink Teaching the Gifted. Roeper Review, 44(2), 94–110. Doi:https://doi.org/10.1080/02783193.2022.2043502
Babič, V., & Čepič, M. (2009). Complementary colours for a physicist. European Journal of Physics, 30(4), 793–806. https://doi.org/10.1088/0143-0807/30/4/013
Balım, S., & Yürümezoğlu, K. (2023). STEAM Bütünleşik Öğrenme Modeli Üstün/Özel Yeteneklilerde Yaratıcılığı Destekler mi? Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 55, 140–153. https://doi.org/10.53444/deubefd.1207880
Bertrand, M. G., & Namukasa, I. K. (2023). A pedagogical model for STEAM education. Journal of Research in Innovative Teaching & Learning, 16(2), 169–191. https://doi.org/10.1108/jrit-12-2021-0081
Bloom, B.S.(1998). İnsan Nitelikleri ve Okulda Öğrenme (Çev: Durmuş Ali Çevik). İstanbul. Milli Eğitim Bakanlığı Yayınları.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. baskı). Pegem Akademi.
Callahan, C. M., Plucker, J. A., Gluck, S., & Rodriguez, C. (2020). Inclusion of academically advanced gifted students. In J. M. Kauffman (Ed.), On educational inclusion:Meanings, history, issues and international perspectives(p. 176–194) içinde. Routledge.
Catterall, L. G. (2017). A brief history of STEM and STEAM from an inadvertent insider. The STEAM Journal, 3 (5),1-13. doi: 10.5642/steam.20170301.05
Conklin, W. & Frei, S. (2015). Üstün Zekalı ve Yetenekliler İçin Eğitim Programının Farklılaştırılması: Başarılı Sınıflar için Profesyonel Gelişim, (Çev: N. G. Kahveci). İstanbul. Özgür Yayınları.
Consturier, L. (2013). Seurat (E. Gökteke, Çev.). İstanbul: Yapı Kredi Yayınları.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
Dorouka, P., Papadakis, S. & Kalogiannakis, M. (2021). The contribution of the health crisis to young children’s nano-literacy through STEAM education. Hellenic Journal of STEM Education. 2(1), 1-7.
Enginoğlu, T. & Yürümezoğlu, K. (2018). Hangi boyalarla daha canlı ve farklı renkler türetebiliriz?. Popular Science Dergisi, s. 92-93. Erişim adresi: https://www.researchgate.net/publication/349349427_Hangi_Boyalarla_Daha_Canli_ve_Farkli_Renkler_Turetebiliriz
Enginoğlu, T. ve Yürümezoğlu, K. (2020). Tamamlayıcı renkler kullanarak resimde nötr alan yaratmak: Gözümüzün istediği düzen duygusu. Herkese Bilim Teknoloji, 234, s.18-19. Erişim adresi: https://www.researchgate.net/publication/344875780_Tamamlayici_Renkler_Kullanarak_Resimde_Notr_Alan_Yaratmak_Gozumuzun_Istedigi_Duzen_Duygusu
Estrada, E. (2018). Integer-digit functions: An example of math-art integration. CrossMark, 40(1), 73-78. Retrieved from https://core.ac.uk/download/pdf/195294385.pdf
Gilson, C. M., ve Lee, L. E. (2023). Cultivating a Learning Environment to Support Diverse Gifted Students. Gifted Child Today, 46(4), 235-249. https://doi.org/10.1177/10762175231186454
Girgin, D. & Satmaz, I. (2019). Özel Yetenekli Ögrencilerin Bilim ve Sanat Merkezinde Gerçekleştirilen Bilimsel Söyleşilere İlişkin Görüşleri. International Journal of Innovative Approaches in Education, 3(4), 82-92. Doi: 10.29329/ijiape.2019.226.2
Goldblatt, P. F. (2006). How John Dewey's theories underpin art and art education. Education and Culture, 22(1), 17-34. Retrieved from: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1067&context=eandc
Haroutounian, J. (2014). Arts talent ID: A framework for identification of talented students in arts, New York: Rotal Fireworks Publishing. Erişim adresi: https://www.joanneharoutounian.com/pub_gif.html
Haroutounian, J. (2017). Artistic ways of knowing in gifted education: Encouraging every student to think like an artist. Roeper Review, 39(1), 44-58. doi:10.1080/02783193.2016.1247397
Haroutounian, J. (2019). Artistic ways of knowing: unveiling the artist within every student. American music teacher. (s. 22-27) içinde. Erişim adresi: https://www.joanneharoutounian.com/artistic.pdf
Haroutounian, J. (2019). Artistic ways of knowing: Thinking like an artist in the STEAM classroom. Stewart, A.J., Mueller, M.P. ve Tippins, D. J.(Ed.) Converting STEM into STEAM Programs: Methods and Examples from and for Education (s.169-183) içinde. Springer Nature: Switzerland. Erişim adresi: https://doi.org/10.1007/978-3-030-25101-7_12
Hunter-Doniger, T. (2018). Art Infusion: Ideal Conditions for STEAM. Art Education, 71(2), 22–27. https://doi.org/10.1080/00043125.2018.1414534
Johnsen, S. K. (2022). Standards in gifted education. In J. L. VanTassel-Baska & T. Cross (Eds.), Introduction to gifted education (2nd ed., pp. 23). Routledge. https://doi.org/10.4324/9781003235866
Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırma Dergisi., 1, 62-80. Erişim adresi: https://documentcloud.adobe.com/link/review?uri=urn:aaid:scds:US:fe1d3b5d-238e-4418-a9a5-ebd242503f67
Krausse, A. C. (2005). Rönesanstan günümüze resim sanatının öyküsü (Çeviri: D. Zaptçıoğlu). Almanya-Königswinter: Literatür Yayıncılık.
Krüger, N. ve Wörgötter, F. (2003). Symbolic pointillism: Computer art motivated by human perception: AISB 2003 Convention.Cognition in Machines and Animals, 1, 1 -5.
Krüger, N. & Wörgötter, F. (2005). Symbolic pointillism: Computer art motivated by human brain structures. Leonardo, 38(4), 337-340.
Lage-Gómez, C., & Ros, G. (2023). How transdisciplinary integration, creativity and student motivation interact in three STEAM projects for gifted education? Gifted Education International, 39(2), 247-262. https://doi.org/10.1177/02614294231167744
Leana-Taşçılar, M. (2017). Özel yetenekli çocukların psikolojisi. M. Leana-Taşçılar (Ed.). Özel yetenekli çocukların psikolojisi içinde. Ankara, Nobel Yayıncılık.
Leavy, A., Dick, L., Meletiou-Mavrotheris, M., Paparistodemou, E., & Stylianou, E. (2023). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 39(4), 1061–1082. doi: https://doi.org/10.1111/jcal.12806
Leong, L. (2015). Basic principles of color theory. In Color theory. Retrieved from http://faculty.missouri.edu/leongl/Courses/InstructionalMaterial/ColorTheory.pdf
Li, W. H., Wu, Y. C., Tsai, Y. T., & Lin, W. C. (2013). Generating pointillism paintings based on Seurat’s color composition. Computer Graphics Forum, 32(4), 153-162. https://doi.org/10.1111/cgf.12161
Lub, V. (2015). Validity in qualitative evaluation: Linking purposes, paradigms, and perspectives. International Journal of Qualitative Methods, 2(5), 1-8. doi: 10.1177/1609406915621406
Marland, J. (2022). STEAM from STEM: Rhode Island School of Design. Erişim adresi: https://www.risd.edu/steam
Meyn, J.R.(2008). Colour mixing based on daylight. European Journal of Physics, 29(8), 1017-1031. doi:10.1088/0143-0807/29/5/014
Radziwill, N., Benton, M., & Moellers, C. (2015). From STEM to STEAM: Reframing what it means to learn. STEAM, 2(1), 1–7. https://doi.org/10.5642/steam.20150201.3
Riley, S. (2020). Arts integration and STEAM. From Arts Integration. Retrieved from https://artsintegration.com/what-is-steam-education-in-k-12-schools/#whysteam
Root-Bernstein, R., Van Dyke, M., Peruski, A., & Root-Bernstein, M. (2019). Correlation between tools for thinking; arts, crafts, and design avocations; and scientific achievement among STEMM professionals. Proceedings of the National Academy of Sciences, 116(6), 1910-1917. https://doi.org/10.1073/pnas.1807189116
Rosi., T., Malgieri, M. & Oss, S. (2016). What are we looking at when we say magenta? Quantitative measurements of RGB and CMYK colours with a homemade spectrophotometer. European Journal of Physics, 37(6), 1-14. doi: 10.1088/0143-0807/37/6/065301
Ruiz, F.R. & Ruiz, M.J. (2015). Color addition and subtraction apps. The Physics Teacher, 53, 423-427. doi: 10.1119/1.4931012
Sak, U. (2014). Yaratıcılık gelişimi ve eğitimi, Ankara. Vizetek.
Shi, S. T. K. ve Foen, N. S. (2022). Arts element in STEAM Education: A systematic review of journal publications. Online Journal of Language, Communication, and Humanities, 5 (2):29-43. eISSN: 2637-0360
Signac, P. (1899). Eugéne Delacroix’dan yeni izlenimciliğe (Çev: M. Rıfat ve S. Rıfat). İstanbul. Yapı Kredi Yayınları.
Spyropoulou, N., & Kameas, A. (2023). Augmenting the impact of STEAM education by developing a competence framework for STEAM educators for effective teaching and learning. Education Sciences, 14(1), 25. https://doi.org/10.3390/educsci14010025
Sternberg R. J. (2020). Transformational giftedness: Rethinking our paradigm for gifted education.Roeper Review, 42(4), 230–240. Doi:https://doi.org/10.1080/02783193.2020.1815266.
Sugita, J. & Takahashi, T. (2013). A method for generating pointillism based on Seurat's color theory. ITE Transactions on Media Technology and Applications, 1(1): 317-327. Erişim adresi: https://www.jstage.jst.go.jp/article/mta/1/4/1_317/_pdf
Ubben, G. (2019). Using Project-based Learning to Teach STEAM. Stewart, A.J., Mueller M.P. ve Tippins, D. J.(Ed.) Converting STEM into STEAM Programs: Methods and Examples from and for Education (s.170-183) içinde. Springer Nature: Switzerland. Erişim adresi: https://doi.org/10.1007/978-3-030-25101-7_12
Wilson, H. W. (2018). Integrating the arts and STEM for gifted learners. Roeper Review, 40, 108–120. Doi: https://doi.org/10.1080/02783193.2018.1434712
VanTassel-Baska, J. (2021). Curriculum in gifted education: The core of the enterprise. Gifted Child Today, 44(1), 44–47. https://doi.org/10.1177/1076217520940747
Vogelaar, B., Sweijen, S.W. & Resing, WC.M.(2019). Gifted and average-ability children’s potential for solving analogy items. Journal of Intelligence, 7(3), doi:https://doi.org/10.3390/jintelligence7030019
Yakman, G. & Lee, H. (2012). Exploring the exemplary STEAM education in the U.S. as a practical educational framework for Korea. Journal of the Korean Association for Science Education, 32(6), 1072–1086.
Yakman, C. G. (2015). STEAM education. In STEAM: A framework for education across disciplines. Retrieved from https://steamedu.com
Yang, C. K. & Yang, H. L. (2008). Realization of Seurat’s pointillism via non-photorealistic rendering. Visual Comput, 24, 303-322. doi: 10.1007/s00371-007-0183-y
Zhbanova, K. (2018). Science through art: Motivating gifted and talented students. Journal of STEM , Arts, Crafts, and Constructions, 3(2), 9-23.

Year 2024, Issue: 60, 1671 - 1692, 28.06.2024

Burcu Meral Tezeren , Kemal Yürümezoğlu

https://doi.org/10.53444/deubefd.1441152

Abstract

References

Antoun, M., Plunkett, M., & Kronborg, L. (2022, April 3). Gifted education in Lebanon: Time to Rethink Teaching the Gifted. Roeper Review, 44(2), 94–110. Doi:https://doi.org/10.1080/02783193.2022.2043502
Babič, V., & Čepič, M. (2009). Complementary colours for a physicist. European Journal of Physics, 30(4), 793–806. https://doi.org/10.1088/0143-0807/30/4/013
Balım, S., & Yürümezoğlu, K. (2023). STEAM Bütünleşik Öğrenme Modeli Üstün/Özel Yeteneklilerde Yaratıcılığı Destekler mi? Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi, 55, 140–153. https://doi.org/10.53444/deubefd.1207880
Bertrand, M. G., & Namukasa, I. K. (2023). A pedagogical model for STEAM education. Journal of Research in Innovative Teaching & Learning, 16(2), 169–191. https://doi.org/10.1108/jrit-12-2021-0081
Bloom, B.S.(1998). İnsan Nitelikleri ve Okulda Öğrenme (Çev: Durmuş Ali Çevik). İstanbul. Milli Eğitim Bakanlığı Yayınları.
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri (23. baskı). Pegem Akademi.
Callahan, C. M., Plucker, J. A., Gluck, S., & Rodriguez, C. (2020). Inclusion of academically advanced gifted students. In J. M. Kauffman (Ed.), On educational inclusion:Meanings, history, issues and international perspectives(p. 176–194) içinde. Routledge.
Catterall, L. G. (2017). A brief history of STEM and STEAM from an inadvertent insider. The STEAM Journal, 3 (5),1-13. doi: 10.5642/steam.20170301.05
Conklin, W. & Frei, S. (2015). Üstün Zekalı ve Yetenekliler İçin Eğitim Programının Farklılaştırılması: Başarılı Sınıflar için Profesyonel Gelişim, (Çev: N. G. Kahveci). İstanbul. Özgür Yayınları.
Consturier, L. (2013). Seurat (E. Gökteke, Çev.). İstanbul: Yapı Kredi Yayınları.
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage.
Dorouka, P., Papadakis, S. & Kalogiannakis, M. (2021). The contribution of the health crisis to young children’s nano-literacy through STEAM education. Hellenic Journal of STEM Education. 2(1), 1-7.
Enginoğlu, T. & Yürümezoğlu, K. (2018). Hangi boyalarla daha canlı ve farklı renkler türetebiliriz?. Popular Science Dergisi, s. 92-93. Erişim adresi: https://www.researchgate.net/publication/349349427_Hangi_Boyalarla_Daha_Canli_ve_Farkli_Renkler_Turetebiliriz
Enginoğlu, T. ve Yürümezoğlu, K. (2020). Tamamlayıcı renkler kullanarak resimde nötr alan yaratmak: Gözümüzün istediği düzen duygusu. Herkese Bilim Teknoloji, 234, s.18-19. Erişim adresi: https://www.researchgate.net/publication/344875780_Tamamlayici_Renkler_Kullanarak_Resimde_Notr_Alan_Yaratmak_Gozumuzun_Istedigi_Duzen_Duygusu
Estrada, E. (2018). Integer-digit functions: An example of math-art integration. CrossMark, 40(1), 73-78. Retrieved from https://core.ac.uk/download/pdf/195294385.pdf
Gilson, C. M., ve Lee, L. E. (2023). Cultivating a Learning Environment to Support Diverse Gifted Students. Gifted Child Today, 46(4), 235-249. https://doi.org/10.1177/10762175231186454
Girgin, D. & Satmaz, I. (2019). Özel Yetenekli Ögrencilerin Bilim ve Sanat Merkezinde Gerçekleştirilen Bilimsel Söyleşilere İlişkin Görüşleri. International Journal of Innovative Approaches in Education, 3(4), 82-92. Doi: 10.29329/ijiape.2019.226.2
Goldblatt, P. F. (2006). How John Dewey's theories underpin art and art education. Education and Culture, 22(1), 17-34. Retrieved from: https://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1067&context=eandc
Haroutounian, J. (2014). Arts talent ID: A framework for identification of talented students in arts, New York: Rotal Fireworks Publishing. Erişim adresi: https://www.joanneharoutounian.com/pub_gif.html
Haroutounian, J. (2017). Artistic ways of knowing in gifted education: Encouraging every student to think like an artist. Roeper Review, 39(1), 44-58. doi:10.1080/02783193.2016.1247397
Haroutounian, J. (2019). Artistic ways of knowing: unveiling the artist within every student. American music teacher. (s. 22-27) içinde. Erişim adresi: https://www.joanneharoutounian.com/artistic.pdf
Haroutounian, J. (2019). Artistic ways of knowing: Thinking like an artist in the STEAM classroom. Stewart, A.J., Mueller, M.P. ve Tippins, D. J.(Ed.) Converting STEM into STEAM Programs: Methods and Examples from and for Education (s.169-183) içinde. Springer Nature: Switzerland. Erişim adresi: https://doi.org/10.1007/978-3-030-25101-7_12
Hunter-Doniger, T. (2018). Art Infusion: Ideal Conditions for STEAM. Art Education, 71(2), 22–27. https://doi.org/10.1080/00043125.2018.1414534
Johnsen, S. K. (2022). Standards in gifted education. In J. L. VanTassel-Baska & T. Cross (Eds.), Introduction to gifted education (2nd ed., pp. 23). Routledge. https://doi.org/10.4324/9781003235866
Karataş, Z. (2015). Sosyal bilimlerde nitel araştırma yöntemleri. Manevi Temelli Sosyal Hizmet Araştırma Dergisi., 1, 62-80. Erişim adresi: https://documentcloud.adobe.com/link/review?uri=urn:aaid:scds:US:fe1d3b5d-238e-4418-a9a5-ebd242503f67
Krausse, A. C. (2005). Rönesanstan günümüze resim sanatının öyküsü (Çeviri: D. Zaptçıoğlu). Almanya-Königswinter: Literatür Yayıncılık.
Krüger, N. ve Wörgötter, F. (2003). Symbolic pointillism: Computer art motivated by human perception: AISB 2003 Convention.Cognition in Machines and Animals, 1, 1 -5.
Krüger, N. & Wörgötter, F. (2005). Symbolic pointillism: Computer art motivated by human brain structures. Leonardo, 38(4), 337-340.
Lage-Gómez, C., & Ros, G. (2023). How transdisciplinary integration, creativity and student motivation interact in three STEAM projects for gifted education? Gifted Education International, 39(2), 247-262. https://doi.org/10.1177/02614294231167744
Leana-Taşçılar, M. (2017). Özel yetenekli çocukların psikolojisi. M. Leana-Taşçılar (Ed.). Özel yetenekli çocukların psikolojisi içinde. Ankara, Nobel Yayıncılık.
Leavy, A., Dick, L., Meletiou-Mavrotheris, M., Paparistodemou, E., & Stylianou, E. (2023). The prevalence and use of emerging technologies in STEAM education: A systematic review of the literature. Journal of Computer Assisted Learning, 39(4), 1061–1082. doi: https://doi.org/10.1111/jcal.12806
Leong, L. (2015). Basic principles of color theory. In Color theory. Retrieved from http://faculty.missouri.edu/leongl/Courses/InstructionalMaterial/ColorTheory.pdf
Li, W. H., Wu, Y. C., Tsai, Y. T., & Lin, W. C. (2013). Generating pointillism paintings based on Seurat’s color composition. Computer Graphics Forum, 32(4), 153-162. https://doi.org/10.1111/cgf.12161
Lub, V. (2015). Validity in qualitative evaluation: Linking purposes, paradigms, and perspectives. International Journal of Qualitative Methods, 2(5), 1-8. doi: 10.1177/1609406915621406
Marland, J. (2022). STEAM from STEM: Rhode Island School of Design. Erişim adresi: https://www.risd.edu/steam
Meyn, J.R.(2008). Colour mixing based on daylight. European Journal of Physics, 29(8), 1017-1031. doi:10.1088/0143-0807/29/5/014
Radziwill, N., Benton, M., & Moellers, C. (2015). From STEM to STEAM: Reframing what it means to learn. STEAM, 2(1), 1–7. https://doi.org/10.5642/steam.20150201.3
Riley, S. (2020). Arts integration and STEAM. From Arts Integration. Retrieved from https://artsintegration.com/what-is-steam-education-in-k-12-schools/#whysteam
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Details

Primary Language	Turkish
Subjects	STEM Education, Special Talented Education
Journal Section	Articles
Authors	Burcu Meral Tezeren 0000-0001-9338-1508 Kemal Yürümezoğlu 0000-0002-3288-9890
Publication Date	June 28, 2024
Submission Date	February 22, 2024
Acceptance Date	May 9, 2024
Published in Issue	Year 2024 Issue: 60

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APA	Tezeren, B. M., & Yürümezoğlu, K. (2024). STEAM Temelli Puantilizm Etkinliklerinin Üstün/ Özel Yetenekli Öğrencilerin Kavramsal Bilgi Düzeylerine ve Sanatsal Görme Biçimlerine Etkisi. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(60), 1671-1692. https://doi.org/10.53444/deubefd.1441152

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