The Effect of a Differentiated Problem-Based Science Program on Gifted Students' Cooperative Working Skills and Problem-solving Skills

Year 2023, , 117 - 136, 01.03.2023

Özge Ceylan , Ünsal Umdu Topsakal

https://doi.org/10.21565/ozelegitimdergisi.956943

Abstract

Introduction: Effectively solving complex and challenging problems in all areas of modern life and cooperating in this process have come to the fore in recent years. This study aimed to develop gifted middle-school students’ problem-solving and cooperative working skills through a differentiated science program based on problem-solving.
Method: The study was designed as an action research study. The participants were 12 seventh-grade (11-12 years old) gifted students and a researcher who was also a teacher. The researchers prepared the problem-based differentiated science teaching module and applied it to the participants for 14 weeks. Qualitative and quantitative data collection tools were used in the study. The Problem-solving Skills Questionnaire and student diaries were used to reveal the development of problem-solving. The Cooperative Process Scale and student diaries were used to reveal development of cooperative working skills. Descriptive statistics and Wilcoxon Signed Rank Test were used to analyze quantitative data, and thematic analysis was used to analyze qualitative data.
Findings: The qualitative and quantitative findings of the study showed that the problem-based differentiated science teaching module improved the gifted students’ cooperative working and problem-solving skills.
Discussion: This study suggests that the differentiated science program was effective in the development of the gifted students’ cooperative working and problem-solving skills. Studies in the literature support this result. In future studies, it is recommended that differentiated programs be prepared with different subject contents and that their effectiveness be investigated.

Keywords

Gifted students, cooperative working skills, problem-solving skills, science education, program differentiation

Probleme Dayalı Farklılaştırılmış Fen Öğretim Programının Özel Yetenekli Öğrencilerin İşbirlikli Çalışma Becerilerine ve Problem Çözme Becerilerine Etkisi

Abstract

Giriş: Modern yaşamın her alanında karmaşık ve zorlayıcı problemleri etkili şekilde çözmek ve bu süreçte işbirliği yapmak son yıllarda ön plana çıkmıştır. Bu çalışmanın amacı problem çözmeye dayalı farklılaştırılmış fen programı aracılığıyla özel yetenekli ortaokul öğrencilerinin problem çözme ve işbirlikli çalışma becerilerini geliştirmektir.
Yöntem: Çalışmanın deseni eylem araştırmasıdır. Çalışmanın katılımcıları 12 özel yetenekli yedinci sınıf (11-12 yaş) öğrencileri ve araştırmacı öğretmendir. Probleme dayalı farklılaştırılmış fen öğretim modülü araştırmacılar tarafından hazırlanmıştır ve 14 hafta boyunca katılımcılara uygulanmıştır. Çalışmada nitel ve nicel veri toplama araçları kullanılmıştır. Problem çözme becerisindeki gelişimi ortaya koymak amacıyla Problem Çözme Becerisi Soru Formu ve öğrenci günlükleri kullanılmıştır. İşbirlikli çalışma becerisindeki gelişimi ortaya koymak amacıyla İşbirliği Süreci Ölçeği ve öğrenci günlüklerinden veri toplanmıştır. Nicel verilerin analizinde betimsel istatistik ve Wilcoxon İşaretli Sıralar Testi, nitel verilerin analizinde tematik analiz kullanılmıştır.
Bulgular: Araştırmanın nitel ve nicel bulguları, probleme dayalı farklılaştırılmış fen öğretim modülünün özel yetenekli öğrencilerin işbirlikli çalışma ve problem çözme becerilerini geliştirdiğini göstermiştir.
Tartışma: Yapılan bu araştırma ile farklılaştırılmış programların katılımcı öğrencilerin işbirlikli çalışma ve problem çözme becerilerinin gelişiminde etkili olduğu söylenebilir. Alanyazında bu sonucu destekleyen çalışmalar mevcuttur. Sonraki çalışmalarda farklı konu içeriklerinde farklılaştırılmış programlar hazırlanması ve etkililiğinin araştırılması önerilmektedir.

Keywords

Özel yetenekli öğrenciler, işbirlikli çalışma becerisi, problem çözme becerisi, fen eğitimi, program farklılaştırma

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