THE EFFECT OF COLLABORATIVE PROJECT ACTIVITIES ON SELF-EFFICACY AND ATTITUDES TOWARDS RESEARCH AND INQUIRY OF GIFTED STUDENTS

Year 2021, Volume: 10 Issue: 2, 415 - 431, 31.12.2021

Hacer Kılıçkıran Özgen Korkmaz

Abstract

The aim of this research is to determine the effect of collaborative project activities on gifted students' self-efficacy perceptions and their attitudes towards research inquiry. In the nature of research mixed pattern was conducted. Study group consists of six gifted students. In this research, cooperative project activities designed according to the project-based learning approach were implemented. Self-efficacy perception scale (α=.83), Attitude scale (α=.75) and semi-structured interview form was used as data collection tools. Wilcoxon marked rows test and contend analyses were used. As a result, after the collaborative project activities, there was an increase in the attitudes of gifted students towards research inquiry and their self-efficacy towards research inquiry and this difference was statistically significant. As a result of the student interviews, it was determined that gifted students' opinions about cooperative project activities were positive.

Keywords

Attitude towards research questioning, self-efficacy for inquiry, gifted students.

References

• Adams, F. H. (2013). Using jıgsaw technique as an effective way of promoting cooperative learning among primary six pupils in fijai. International journal of education and practice, 1(6), 64-74.
• Anderson, J. (2019). Cooperative learning: Principles and practice. English Teaching Professional, 121, 4-6.
• Balcı, A. (2018). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler [Research in social sciences: Methods, techniques and principles]. Pegem A Pub.
• Bölükbaş, F. (2014). The effects of jigsaw-iv technique on the foreign students learning the basic tenses in Turkish. International Journal of Turkish Literature Culture Education, 3(3), 196-209
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Scientific research methods. Ankara: PegemA Pub.
• Chu, K. W. S. (2009). Inquiry project‐based learning with a partnership of three types of teachers and the school librarian. Journal of the American Society for Information Science and Technology, 60(8), 1671-1686.
• Chu, S. K. W., Tse, S. K., & Chow, K. (2011). Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills. Library & Information Science Research, 33(2), 132-143.
• Clark, B. (2015). Growing up gifted. (Translate: F. Kaya, and Ü. Ogurlu). Ankara: Nobel Pub.
• Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. London: Routledge Falmer.
• Contant, T. l., Tweed, A., Bass, J. E., & Carin, A. A. (2018). Teaching science through inquiry-based instruction, NY NY: Pearson
• Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
• Cutts, N. E., & Moseley, N. (2004). Üstün zekâlı ve üstün yetenekli çocukların eğitimi ulusun en büyük kaynaklarından birinin harcanması nasıl önlenir [How to avoid wasting one of the nation's greatest resources in educating gifted and talented children]. (Translate: İsmail Ersevim). İstanbul: Özgür Pub.
• Çakal, S. (2012). Home-lab practices based on the processes of scientific skills in the second stage primary science and technology education and some model activities related to the subject of matter, (Unpublished Master Thesis). Kastamonu University, Educational Science Institutes, Turkey.
• Çiçek, M. (2018). Investıgatıng the effects of dıgıtal storytelling use in sixth-grade science course: A mixed method research study, (Unpublished Doctoral Dissertation). Metu, Ankara.
• Dağlıoğlu, H. E. (2010). Teacher competencies and characteristics in the education of gifted children. National Education, 186, 72-84.
• Davis, G. A., & Rimm, S. B. (2014). Education of the gifted and talented. London: Pearson New Internatıonal Edition.
• Dereli, E., & Deli, H. (2021). Pre-school teachers’ knowledge and needs related to noticing gifted children and the enrichment model. Participatory Educational Research (PER), 9(2), 219-239.
• Demir, S. (2013). The effects of differentiated learning on students' academic achievement, learning approaches and learning retention, (Unpublished Doctoral Dissertation). Yıldız Teknik University, İstanbul.
• Dereli, E., & Deli, H. (2022). Pre-school teachers’ knowledge and needs related to noticing gifted children and the enrichment model. Participatory Educational Research (PER), 9(2), 219-239
• Dobrin, J. R. (2020). Investigating learning in secondary science students engaged in project-based learning, (Unpublished Doctoral Dissertation). University of Cambridge, Cambridge.
• Durmuş, B. (2015). Student attitudes towards guided inquiry approach supported with digital stories: The sample of ''Solar System and Eclipses', (Unpublished Master Thesis). Gazi University, Ankara.
• Ebren Ozan, C., Korkmaz, Ö., & Karamustafaoğlu, S. (2016a). Secondary school students’ self efficiency perception scale for research inquiry. The Journal of Turkish Social Rerearch, 20(3), 679-696.
• Ebren Ozan, C., Korkmaz, Ö., & Karamustafaoğlu, S. (2016b). The attitude scale towards research questioning for secondary school students. Amasya University Journal of Education Faculty. 5(2), 483-509.
• Ecevit, T. (2018). The effectiveness of argumentation based inquiry teaching practices in science teacher education, (Unpublished Master Thesis). Hacettepe University, Ankara.
• Eijl, P., Pilot, A., & Voogd, P. (2005). Effects of collaborative and individual learning in a blended learning environment. Education and Information Technologies, 10(1-2), 51-65.
• Ekiz, D. (2017). Scientific research methods (5th Edition). Ankara: Anı Pub.
• Fansa, M. (2012). 5 primary research-based learning method unit of matter grade students academic achievement and recognition of science and science process skills lesson effect of attitude, (Unpublished Master Thesis). Mustafa Kemal University, Hatay.
• Gavali, P., & Banu, J. S. (2020). Improving problem solving ability of student through cooperative learning. Journal of Engineering Education Transformations, 33, 567-570.
• Genç, M., & Şahin, F. (2015). The Effects of Cooperative Learning on Attitude and Achievement. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 9(1), 375-396.
• Gillies, R. M. (2014). Cooperative learning: Developments in research. International Journal of Educational Psychology, 3(2), 125-140.
• Johnson, D. W., & Johnson, R. T. (2011). Cooperative learning. The encyclopedia of peace psychology. doi:10.1002/9780470672532.wbepp066
• Kanter, D. E., & Konstantopoulos, S. (2010). The impact of a project-based science curriculum on minority student achievement, attitudes, and careers: The effects of teacher content and pedagogical content knowledge and inquiry based practices. Science Education, 94, 855-887.
• Kaplan Parsa, M. (2016). Effect of collaborative inquiry-based learning environment on creative thinking, inquiry learning skills, attitudes towards Science and Technology lesson, (Unpublished Doctoral Dissertation). Marmara University, İstanbul.
• Kardaş, F., & Yeşilyaprak, B. (2015). A current approach to education: Flipped learning model. Ankara University, Journal of Faculty of Educational Sciences, 48(2), 103-121.
• Kazu, İ. Y., & Şenol, C. (2011). Examination of instructional methods used in the sciences and art centers. Educational Sciences and Practice, 10(19), 1-24.
• Kıran, B. (2018). Investigation of gifted secondary school students' opinions and behaviours related to their creative, reflective and problem solving skills in a project based robotics course, (Unpublished Master Thesis). Başkent University Educational Science Institute, Ankara.
• Kırbaş, A. (2010). Effect of the collective learning method on the improvement of listening skills of primary school eighth, (Unpublished Master Thesis). Atatürk University, Erzurum.
• Koç, Y. (2014). Informing science and technology teachers about cooperative learning model, application of the model in the classroom and evaluation of the obtained data: Case of Ağrı, (Unpublished Doctoral Dissertation). Atatürk University, Erzurum, Turkey.
• Koyunlu-Ünlü, Z. (2015). An action research of supporting inquiry learning with instruction technologies in science and technology course, (Unpublished Doctoral Dissertation). Gazi University, Ankara.
• Levent, F., & Bakioğlu, A. (2013). Suggestions for gifted education in Turkey. Journal of Gifted Education Research, 1(1), 31-44.
• MEB (2013). Özel yetenekli bireyler strateji ve uygulama planı [Gifted individuals strategy and implementation plan], (2013- 2017). Ankara, Minister of National Education.
• MEB (2007). Milli Eğitim Bakanlığı Bilim ve Sanat Merkezleri Yönergesi [Ministry of National Education Science and Art Centers Directive]. http://mevzuat.meb.gov.tr/html/25930.html.
• Mentz, E., & Van Zyl, S. (2016). Introducing cooperative learning: Students' attitudes towards learning and the implications for self-directed learning. Journal of Education, 64(1), 79-109.
• Merriam, S. B. (2013). Qualitative research: A guide to design and implementation (3thed.) Translate Editor: S. Turan. Ankara: Nobel Pub.
• Özer, M. (2019). Evaluation of effect of technology supported inquiry based science teaching: Light and sound examp. (Unpublished Master Thesis). Giresun University, Giresun.
• Robinson, A., Shore, B. M., & Enersen, D. L. (2014). Best practices in gifted education (Translate: K. Ogurlu, and F. Kaya). Ankara: Nobel Pub.
• Saban, A. (2014). Öğrenme-öğretme süreci yeni teori ve yaklaşımlar [New theories and approaches to the learning-teaching process]. Ankara: Nobel Pub.
• Sak, U., Ayas, M. B., Sezerel, B. B., Öpengin, E., Özdemir, N. N., & Gürbüz, Ş. D. (2015). Gifted and talented education in Turkey: Critics and prospects. Turkish Journal of Giftedness Education, 5(2), 110-132.
• Sak, U. (2011). An Overview and Social Validity of the Education Programs for Talented Students Model (EPTS). Education and Science. 36(161), 1-17.
• Sholikh, M. N., Sulisworo, D., & Maruto, G. (2019). Effects of cooperative blended learning using google classroom on critical thinking skills. In 6th International Conference on Community Development (ICCD 2019). Atlantis Press. https://dx.doi.org/10.2991/iccd-19.2019.86
• Silverman, L. K. (2013). Giftedness 101. New York: Springer.
• Tatar, N., & Kuru, M. (2009). Inquiry- Based Learning Approach versus Descriptive Methods: Effects on Elementary Students’ Attitudes towards Science. Pamukkale University Jopurnal of Education Faculty, 25(25), 153-165.
• Tortop, H. S. (2014). Adaptation study of the attitude scale towards gifted education. Journal of Gifted Education and Research, 2(2), 63-71.
• Türkmen, N. (2018). The effect of project based learning approach to the students' academic success and attitude in the course of science, (Unpublished Master Thesis). Trakya University, Edirne.
• Uysal, M. E. (2009). The effect of cooperative learning on achievement, critical thinking and creativity skills in primary school Turkish lesson, (Unpublished Doctoral Dissertation). Dokuz Eylül University, İzmir.
• Veenman, S., Denessen, E., Akker, A., & Rijt, J. (2005). Effects of a cooperative learning program on the elaborations of students during help seeking and help giving. American Educational Research Journal, 42(1), 115-151.
• Wilder, M., & Shuttleworth, P. (2005). Cell inquiry: A 5E learning cycle lesson. Science Activities, 41(4), 37-43.
• Wu, H. K., & Hsieh, C. E. (2006). Developing sixth graders’ inquiry skills to construct explanations in inquiry-based learning environments. International journal of science education, 28(11), 1289-1313.
• Yaman, S., & Yalçın, N. (2004). Effectiveness on Creative Thinking Skills of Problem Based Learning Approach in Science Teaching. Elementary Education Online, 4(1), 42-52.
• Yılar, M., Şimşek, U., Topkaya, Y., & Balkaya, İ. (2015). Effects of cooperative learning methods on social studies undergraduate students' academic achievements. Uşak University Journal of Social Science, 8(4), 297-318.