Üstün Yetenekli Olan ve Olmayan Öğrencilerin Dijital Çoklu Görev Performanslarına Yönelik Ebeveyn Görüşleri

Year 2022, Volume: 9 Issue: 2, 601 - 614, 01.11.2022

Barış Mercimek

https://doi.org/10.21666/muefd.935130

Abstract

Bu çalışmanın amacı, alanyazında sıklıkla yüksek zeka, güçlü çalışan bellek kapasitesi, yüksek hafıza gibi üst bilişsel yetenekleri doğrudan veya dolaylı olarak gösterdiği ifade edilen üstün yetenekli öğrencilerin ve üstün yetenekli olmayan öğrencilerin çoklu görev performansları hakkında ebeveyn görüşlerinin belirlenmesidir. Görüşme formu ile öğrencilerin gündelik hayattaki çoklu görev performansları, öğrenme süreçlerinde dijital araçların etkisi ve çoklu görev uğraşının başarıya etkisine yönelik veriler toplanmıştır. 12 üstün yetenekli, 13 üstün yetenekli olmayan öğrenci ebeveyni ile görüşülmüştür. Elde edilen nitel veriler için söylem ve içerik analizi uygulanmıştır. Çoklu görev performansında başarıya yönelik olumlu görüşe sahip bireyler çoğunlukla üstün yetenek tanısı almış öğrenci ebeveynleri olmuştur. Üstün yetenekli çocuklarının çoklu görev performanslarında başarısız olduğunu ifade edenler olduğu gibi çocuklarının bu performanslarını olağanüstü bulan anne-babalar da olmuştur. Üstün yetenekli olmayan öğrenci aileleri, çocuklarının çoklu görev çabalarına sıklıkla olumsuz veya kuşkuyla yaklaşmışlardır. Her iki grupta, çoklu görev çabasına ılımlı yaklaşarak sonuçları hakkındaki belirsizliği araştırmacıyla paylaşan ebeveynler olmuştur.

Keywords

Çoklu görev, üstün yetenek, öğrenme, aile

The Views of Gifted and Non-gifted Students’ Parents about Their Children’s Digital Multitasking Performances

Abstract

The purpose of this study was to determine parental views about the multitask performances of non-gifted students and gifted students, who were frequently said to demonstrate directly or indirectly metacognitive abilities such as high intelligence, strong working memory capacity and high memory. An interview form was used to collect detailed information about the students’ multitask performances in their daily lives, about the influence of digital tools in their learning processes and about the influence of multitask efforts on their achievements. Within the scope of the study, interviews were held with the parents of 12 gifted and 13 non-gifted students. For the analysis of the qualitative data, content analysis and discourse analysis were applied. There were parents who considered their gifted children’s multitask performances to be excellent, while some parents reported that their children were not successful in this respect. Similar to the parents of gifted children, some of the parents of children who were not diagnosed as gifted were suspicious of their children’s multitask efforts. In addition, some parents in both groups had moderate views about these efforts and shared uncertainty about the related consequences with the researcher.

Keywords

Multitasking, gifted, learning, parent

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