Fen Bilimleri Ders Modüllerinin Üstün yetenekliler üzerindeki etkisinin incelenmesi: CGA Örneği

Year 2019, Volume: 2 Issue: 1, 17 - 24, 30.01.2019

Bestami Buğra Ülger Karen E. Irving

Abstract

Üstün yetenekli öğrencilerde zorlayıcılığın gerekliliği yaygın bir problemdir. Bu probleme yönelik olarak geliştirilene modüller bu çalışmanın konusunu oluşturmaktadır. Akademik yetenekli öğrencilere yönelik fen dersi modülleri oluşturmak için yetenekli öğrencilerin öğretmenleriyle işbirliği yapılmıştır. Araştırma, Columbus Gifted Academy'nin (CGA) bilimsel olarak yetenekli ortaokul öğrencilerinin fen bilimleri dersi öğretim sürecini öğrenmeyi amaçlamıştır. Ayrıca bu çalışma, CGA'nın standart sınıf öğretiminin bir parçası olarak bu modüllerin uygulanmasını değerlendirmeyi de amaçlamıştır. Araştırma ile ilgili ana kaygılar modüllerin öğretmen ve öğrenciler için faydalı olup olmadığı, modüllerin zayıf noktaları nelerdir, etkileri nasıl artırabilinir gibi temel soruları içermektedir.  Öğretmenlerle görüşmeler yapıldı. Öğrencilere uygulama öncesi ve sonrası akademik başarı testi standart sınıf öğretiminin bir parçası olarak uygulandı ve öğrencilerin fen başarısı hakkında modüller aracılığıyla bilgiler alındı. Sonuç olarak, fen bilgisi dersi modülleri, öğretimde önemli bir farklılık gösterebileceği bulundu. Eksik yönleri ortaya çıkartılarak modüllerin daha da geliştirilmesi için veri toplandı. 

Keywords

Fen öğretimi, Üstün yeteneklilik, sınıf içi öğretim, fen bilimleri ders etkinlikleri

The Effect of Science Lesson Modules on Gifted Students: The CGA Case

Abstract

It is a common problem that gifted students need to be challenged. We collaborated with teachers of gifted students to create science lesson modules intended for these academically talented pupils. The research aimed to evaluate the implementation of these modules as a part of standard classroom instruction of CGA. Are our modules beneficial for teacher and students, what are the weak points of our modules, how do we increase their effects are the main concerns about the research. Interviews were conducted with teachers and observations about the classroom teaching made. Student pre and posttests implemented as part of standard classroom instruction and provided information about students’ science achievement through modules. As a result, science lesson modules showed a significant difference on teaching. In addition to that we concluded that there are weak points of modules and need to enhance.

Keywords

Science teaching, gifted and talented, classroom instruction, science activities

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