Research Article
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Year 2021, Volume: 5 Issue: 1, 205 - 244, 30.06.2021

Abstract

References

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  • Avcu, Y. E., & Ayverdi, L. (2020). Examination of the computer programming self-efficacy’s prediction towards the computational thinking skills of the gifted and talented students. International Journal of Educational Methodology, 6(2), 259-270. https://doi.org/10.12973/ijem.6.2.259
  • Avcu, Y. E., & Er, K.O. (2020). Developing an instructional design for the field of ICT and software for gifted and talented students. International Journal of Educational Methodology, 6(1), 161-183.
  • Başaran, M., Kaya, Z. Zehra, Akbaş, N., & Yalçın, N. (2020). Reflection of eTwinning activity on teachers' professional development in project-based teaching process. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 6(3), 373-392.
  • Bayraktar, Ş. (2001) A Meta-analysis of the effectiveness of computer-assisted instruction in science education. Journal of Research on Technology in Education, 34(2), 173-188, DOI: 10.1080/15391523.2001.10782344.
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  • Budd, J. W. (2004). Mind maps as classroom exercises. The Journal of Economic Education, 35 (1), 35-46.
  • Buzan, T. (1976). Use Both Sides of Your Brain. New York: Dutton.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods] (17 Edition). Pegem Yayınları.
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  • Chen, J., Yun Dai, D., & Zhou, Y. (2013). Enable, enhance, and transform: How technology use can improve gifted education. Roeper Review, 35(3), 166-176.
  • Cırık, M. (2016). Uzaktan eğitimin üstün zekalı öğrencilerin eğitimindeki yeri [The place of distance education in gifted education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 170-187.
  • Crisan, G. I. (2013). The impact of teachers' participation in eTwinning on their teaching and training. Acta Didactica Napocensia, 6(4), 19-28.
  • Cross, T. (2004). Technology and the unseen world of gifted students: Social emotional needs. Gifted Child Today 27(4), 14–15.
  • Çalışkan, M. (2017). Üstün yetenekli çocuklara sahip ailelerin aile işlevselliği[Family functionality of families with gifted children ] (Unpublished master’s thesis). University of Hasan Kalyoncu.
  • Çiftci, S., Çengel, M., & Paf, M. (2018). Reflective thinking skills on computational thinking and problem solving as a predictor of self-efficacy of informatics teacher candidates on programming. Ahi Evran University Journal of the Faculty of Education, 19(1), 321-334.
  • Çubukçu, Z., & Tosuntaş Ş. B. (2018). Technology in gifted education. Electronic Journal Of Education Sciences, 7(13), 45-57.
  • Dağlıoğlu, H. E., & Alemdar, M. (2010). Üstün yetenekli bir çocuğun ebeveyni olmak [Being the parent of a gifted child].. Kastamonu Eğitim Dergisi, 18(3), 849-860.
  • Dağtekin, N. (2016). Ortaokul öğrencilerinin derslerde teknolojinin kullanılmasına yönelik farkındalık ölçeği'nin geliştirilmesi Develop a valid and reliable scale to determine secondary school students' awareness of technology use in courses]. (Unpublished master’s thesis). Yüzüncü Yıl University.
  • Dağtekin, N , Artun, H . (2016). Derslerde teknolojinin kullanılmasına yönelik farkındalık ölçeği geliştirme çalışması [Development of an awareness scale regarding technology use in courses]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi , 18 (2) , 686-705 . DOI: 10.17556/jef.99899.
  • Davaslıgil, Ü. (2000). Üstün çocuklara sahip ailelerin eğitimi [Education of families with outstanding children]. T.C. Milli Eğitim Bakanlığı Özel Eğitim Rehberlik ve Danışma Hizmetleri Genel Müdürlüğü. Özel Eğitimde Aile Eğitimi Sempozyumu (ss. 142-148). Ankara.
  • Delcourt MAB (1993) Creative productivity among secondary school students: Combining energy, interest, and imagination. Gifted Child Quarterly 37: 23–31.
  • Demirci, A. (2008). Bilgisayar destekli sabit ve hareketli görsel materyallerin kimya öğretiminde öğrenci başarısına etkisi [Computer assisted fixed and animated visual materials and their effect to students’ achievement in chemistry education]. (Unpublished Master’s thesis). Selcuk University, Konya.
  • Dieker, L., Grillo, K., & Ramlakhan, N. (2012). The use of virtual and simulated teaching and learning environments: Inviting gifted students into science, technology, engineering, and mathematics careers (STEM) through summer partnerships. Gifted Education International, 28(1), 96-106.
  • Diffly, D. (2002). Project-based learning. Gifted Child Today, 25 (3), 40-43.
  • Diffily, D., & Sassman, C. (2002). Project-Based Learning with Young Children. Porstmouth: Heinemann.
  • Dönmez, I, Kirmit, S., Gürbüz, S., & Birsen, O. (2018, May 4-6). Ustun yetenekli ogrencilerin bilgisayarca dusunme becerilerinin incelenmesi [Investigation of computational thinking skills of gifted students] [Paper presentation]. V. Gifted and Education Congress, Gaziantep, Turkey.
  • Ekiz, D. (2013). Bilimsel Araştırma Yöntemleri [Scientific researchmethods]. Anı Yayıncılık.
  • Ersoy, Ö., & Avcı, N. (2000). Özel gereksinimli olan çocuklar ve eğitimleri özel eğitim [Children with special needs and their education is special education]. İstanbul: YA-PA Yayınları.
  • eTwinning faaliyetleri kitapçığı 2019. Retrieved from http://yegitek.meb.gov.tr/www/etwinning-faaliyeti-tanitim-kitapcigi/icerik/2976
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The Effect of Digital Activities on the Technology Awareness and Computational Thinking Skills of Gifted Students (eTwinning Project Example)

Year 2021, Volume: 5 Issue: 1, 205 - 244, 30.06.2021

Abstract

The aim of this study was to examine the effect of interdisciplinary activities organised online within the scope of an eTwinning project carried out with gifted students on the students’ technology awareness and computational thinking (CT). The study was carried out through web-based tools for a period of 3 months in the year 2020. A single-group pretest-posttest design, one of the pre-experimental designs, was used in the study. The participants were 50 gifted students continuing their education at Science and Art Centres affiliated to the National Education Ministry in 6 different provinces of Anatolia. Quantitative and qualitative methods were used together in the study. A technology awareness and computational thinking scale was chosen as the quantitative data collection tool, while mind maps were used as the qualitative data collection tool. As a result of the research, a significant increase in the participants’ technology awareness and computational thinking was determined in favour of the posttest, while this increase was verified through the mind-mapping technique applied to the students. At the end of the study, the findings were discussed, and recommendations were made for future studies.

References

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  • Alsancak Sırakaya, D. (2019). The effect of programming teaching on computational thinking. Turkish Journal of Social Research, 23(2), 575–590.
  • Atmatzidou, S., & Demetriadis, S. (2016). Advancing students’ computational thinking skills through educational robotics: a study on age and gender relevant differences. Robotics and Autonomous Systems, 75(2), 661–670.
  • Avcu, Y. E., & Ayverdi, L. (2020). Examination of the computer programming self-efficacy’s prediction towards the computational thinking skills of the gifted and talented students. International Journal of Educational Methodology, 6(2), 259-270. https://doi.org/10.12973/ijem.6.2.259
  • Avcu, Y. E., & Er, K.O. (2020). Developing an instructional design for the field of ICT and software for gifted and talented students. International Journal of Educational Methodology, 6(1), 161-183.
  • Başaran, M., Kaya, Z. Zehra, Akbaş, N., & Yalçın, N. (2020). Reflection of eTwinning activity on teachers' professional development in project-based teaching process. Eğitim Kuram ve Uygulama Araştırmaları Dergisi, 6(3), 373-392.
  • Bayraktar, Ş. (2001) A Meta-analysis of the effectiveness of computer-assisted instruction in science education. Journal of Research on Technology in Education, 34(2), 173-188, DOI: 10.1080/15391523.2001.10782344.
  • Beckett, A. (2010). Exploring mind-mapping as a research tool: from application to analysis. England: Thinking Critically About Analysis’ Conference, University of Leeds (13th September).
  • Budd, J. W. (2004). Mind maps as classroom exercises. The Journal of Economic Education, 35 (1), 35-46.
  • Buzan, T. (1976). Use Both Sides of Your Brain. New York: Dutton.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2014). Bilimsel araştırma yöntemleri [Scientific research methods] (17 Edition). Pegem Yayınları.
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  • Bystrova, T., & Larionova, V. (2015). Use of virtual mind mapping to effectively organise the project activities of students at the university. Procedia-Social and Behavioral Sciences, 214, 465-472.
  • Calvert, E. (2010). Online tools for independent studies: Learning/Connective. Available at: http://www.slideshare.net/ecalvert1/online-tools-for-independent-study.
  • Chen, J., Yun Dai, D., & Zhou, Y. (2013). Enable, enhance, and transform: How technology use can improve gifted education. Roeper Review, 35(3), 166-176.
  • Cırık, M. (2016). Uzaktan eğitimin üstün zekalı öğrencilerin eğitimindeki yeri [The place of distance education in gifted education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 170-187.
  • Crisan, G. I. (2013). The impact of teachers' participation in eTwinning on their teaching and training. Acta Didactica Napocensia, 6(4), 19-28.
  • Cross, T. (2004). Technology and the unseen world of gifted students: Social emotional needs. Gifted Child Today 27(4), 14–15.
  • Çalışkan, M. (2017). Üstün yetenekli çocuklara sahip ailelerin aile işlevselliği[Family functionality of families with gifted children ] (Unpublished master’s thesis). University of Hasan Kalyoncu.
  • Çiftci, S., Çengel, M., & Paf, M. (2018). Reflective thinking skills on computational thinking and problem solving as a predictor of self-efficacy of informatics teacher candidates on programming. Ahi Evran University Journal of the Faculty of Education, 19(1), 321-334.
  • Çubukçu, Z., & Tosuntaş Ş. B. (2018). Technology in gifted education. Electronic Journal Of Education Sciences, 7(13), 45-57.
  • Dağlıoğlu, H. E., & Alemdar, M. (2010). Üstün yetenekli bir çocuğun ebeveyni olmak [Being the parent of a gifted child].. Kastamonu Eğitim Dergisi, 18(3), 849-860.
  • Dağtekin, N. (2016). Ortaokul öğrencilerinin derslerde teknolojinin kullanılmasına yönelik farkındalık ölçeği'nin geliştirilmesi Develop a valid and reliable scale to determine secondary school students' awareness of technology use in courses]. (Unpublished master’s thesis). Yüzüncü Yıl University.
  • Dağtekin, N , Artun, H . (2016). Derslerde teknolojinin kullanılmasına yönelik farkındalık ölçeği geliştirme çalışması [Development of an awareness scale regarding technology use in courses]. Erzincan Üniversitesi Eğitim Fakültesi Dergisi , 18 (2) , 686-705 . DOI: 10.17556/jef.99899.
  • Davaslıgil, Ü. (2000). Üstün çocuklara sahip ailelerin eğitimi [Education of families with outstanding children]. T.C. Milli Eğitim Bakanlığı Özel Eğitim Rehberlik ve Danışma Hizmetleri Genel Müdürlüğü. Özel Eğitimde Aile Eğitimi Sempozyumu (ss. 142-148). Ankara.
  • Delcourt MAB (1993) Creative productivity among secondary school students: Combining energy, interest, and imagination. Gifted Child Quarterly 37: 23–31.
  • Demirci, A. (2008). Bilgisayar destekli sabit ve hareketli görsel materyallerin kimya öğretiminde öğrenci başarısına etkisi [Computer assisted fixed and animated visual materials and their effect to students’ achievement in chemistry education]. (Unpublished Master’s thesis). Selcuk University, Konya.
  • Dieker, L., Grillo, K., & Ramlakhan, N. (2012). The use of virtual and simulated teaching and learning environments: Inviting gifted students into science, technology, engineering, and mathematics careers (STEM) through summer partnerships. Gifted Education International, 28(1), 96-106.
  • Diffly, D. (2002). Project-based learning. Gifted Child Today, 25 (3), 40-43.
  • Diffily, D., & Sassman, C. (2002). Project-Based Learning with Young Children. Porstmouth: Heinemann.
  • Dönmez, I, Kirmit, S., Gürbüz, S., & Birsen, O. (2018, May 4-6). Ustun yetenekli ogrencilerin bilgisayarca dusunme becerilerinin incelenmesi [Investigation of computational thinking skills of gifted students] [Paper presentation]. V. Gifted and Education Congress, Gaziantep, Turkey.
  • Ekiz, D. (2013). Bilimsel Araştırma Yöntemleri [Scientific researchmethods]. Anı Yayıncılık.
  • Ersoy, Ö., & Avcı, N. (2000). Özel gereksinimli olan çocuklar ve eğitimleri özel eğitim [Children with special needs and their education is special education]. İstanbul: YA-PA Yayınları.
  • eTwinning faaliyetleri kitapçığı 2019. Retrieved from http://yegitek.meb.gov.tr/www/etwinning-faaliyeti-tanitim-kitapcigi/icerik/2976
  • eTwinning Türkiye.(2021a). Retrieved from http://etwinning.meb.gov.tr/etwnedir/
  • eTwinning Türkiye (2021b). Retrieved from https://www.etwinning.net/tr/pub/community/countries/country.cfm?c=793
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There are 90 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Mustafa Çevik This is me 0000-0001-5064-6983

Publication Date June 30, 2021
Published in Issue Year 2021 Volume: 5 Issue: 1

Cite

APA Çevik, M. (2021). The Effect of Digital Activities on the Technology Awareness and Computational Thinking Skills of Gifted Students (eTwinning Project Example). International Journal of Modern Education Studies, 5(1), 205-244.