The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers

Neşe Kutlu Abu

doi:10.17275/per.21.40.8.2

EN

The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers

Abstract

This study was designed to delve into the impact of differentiated science education for gifted students on prospective classroom teachers in terms of some variables. A concurrent embedded research design from mixed research methodologies was employed in this study. The participants were 69 sophomore students studying in the Department of Primary Education in the Faculty of Education in Amasya University during 2018-2019 academic year. The data collection instruments were the Science Teaching Efficacy Belief Scale, the Academic Self-Efficacy Scale, the Competence Scale for Science Teaching, the Outdoor Science Activities Performing Scale, and a structured interview form. For the qualitative data, a deductive approach was employed, and themes and codes were used to show the findings. Based on the results, there is evidence to suggest that differentiated science education applications develop prospective teachers’ science teaching efficacy beliefs, their competences for learning science, their academic self-efficacies, and their outdoor science activity performing beliefs. The findings also show most of the participants hold the belief that their educational background contributes to their professional and personal developments as well as science teaching skills, and helps them gain awareness of such concepts as giftedness, outdoor learning, and differentiated teaching. Several recommendations for making differentiated education prevalent for prospective teachers are provided.

Keywords

differentiated science teaching, prospective classroom teachers, Science teaching efficacy belief

Thanks

A part of this study was presented as an oral presentation at International Conference on Science, Mathematics, Entrepreneurship and Technology Education (2019).

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Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Neşe Kutlu Abu ^*
0000-0002-4251-3627
Türkiye

Publication Date

April 1, 2021

Submission Date

May 25, 2020

Acceptance Date

October 29, 2020

Published in Issue

Year 2021 Volume: 8 Number: 2

DOI

https://doi.org/10.17275/per.21.40.8.2

IZ

https://izlik.org/JA23NN64PR

APA

Kutlu Abu, N. (2021). The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers. Participatory Educational Research, 8(2), 280-307. https://doi.org/10.17275/per.21.40.8.2

AMA

1.Kutlu Abu N. The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers. PER. 2021;8(2):280-307. doi:10.17275/per.21.40.8.2

Chicago

Kutlu Abu, Neşe. 2021. “The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers”. Participatory Educational Research 8 (2): 280-307. https://doi.org/10.17275/per.21.40.8.2.

EndNote

Kutlu Abu N (April 1, 2021) The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers. Participatory Educational Research 8 2 280–307.

IEEE

[1]N. Kutlu Abu, “The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers”, PER, vol. 8, no. 2, pp. 280–307, Apr. 2021, doi: 10.17275/per.21.40.8.2.

ISNAD

Kutlu Abu, Neşe. “The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers”. Participatory Educational Research 8/2 (April 1, 2021): 280-307. https://doi.org/10.17275/per.21.40.8.2.

JAMA

1.Kutlu Abu N. The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers. PER. 2021;8:280–307.

MLA

Kutlu Abu, Neşe. “The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers”. Participatory Educational Research, vol. 8, no. 2, Apr. 2021, pp. 280-07, doi:10.17275/per.21.40.8.2.

Vancouver

1.Neşe Kutlu Abu. The Reflections of Differentiated Science Education For Gifted Students on Prospective Classroom Teachers. PER. 2021 Apr. 1;8(2):280-307. doi:10.17275/per.21.40.8.2