TY  - JOUR
T1  - The Impact of Project Development Training on Problem-Solving Skills in The Case of Gifted High School Student
TT  - Özel Yetenekli Lise Öğrencisi Örneğinde Proje Geliştirme Eğitiminin Problem Çözme Becerilerine Etkisi
AU  - Eryılmaz, Ramazan
PY  - 2024
DA  - December
Y2  - 2024
DO  - 10.52974/jena.1594587
JF  - Eğitim ve Yeni Yaklaşımlar Dergisi
PB  - Fuat Serkan SAY
WT  - DergiPark
SN  - 2667-5560
SP  - 185
EP  - 200
VL  - 7
IS  - 2
LA  - en
AB  - This study aimed to determine the impact of project development training on the problem-solving skills of gifted students. For this purpose, project development training was administered to gifted students. Prior to the training, a problem-solving skills perception scale was applied as a pre-test. Following the training, the same scale was applied as a post-test, and interviews were conducted with participants regarding their experiences. Mixed-method procedures were utilized in the study. According to the results, most students reported improvements in academic writing, reporting, and presentation techniques. After the training, students generally found the process functional. Additionally, the training increased their curiosity and motivation for research, and enhanced their problem-solving, creative and analytical thinking, The quantitative results indicated that participants' perceptions of their problem-solving skills increased significantly after the project training, suggesting a more positive perception of these skills.
KW  - Gifted students
KW  - Problem solving
KW  - Project-based learning
N2  - Bu çalışma, proje geliştirme eğitiminin özel yetenekli öğrencilerin problem çözme becerilerine etkisini belirlemeyi amaçlamıştır. Bu doğrultuda, özel yetenekli öğrencilere proje geliştirme eğitimi verilmiştir. Eğitim öncesinde, problem çözme becerilerine ilişkin algıyı ölçmek amacıyla bir ölçek ön test olarak uygulanmıştır. Eğitimin ardından, aynı ölçek son test olarak tekrar uygulanmış ve katılımcılarla süreçle ilgili deneyimlerini değerlendiren görüşmeler gerçekleştirilmiştir. Çalışmada karma yöntem prosedürleri kullanılmıştır. Sonuçlara göre, öğrencilerin çoğu akademik yazma, raporlama ve sunum tekniklerinde gelişme kaydettiklerini bildirmiştir. Eğitim sonrası öğrenciler, süreci genel olarak işlevsel bulmuşlardır. Ayrıca eğitim, öğrencilerin araştırmaya yönelik merak ve motivasyonlarını artırmış, problem çözme, yaratıcı ve analitik düşünme becerilerini geliştirmiştir. Nicel bulgular, katılımcıların problem çözme becerilerine ilişkin algılarının proje eğitimi sonrasında anlamlı derecede arttığını ve bu becerilere yönelik daha olumlu bir algıya sahip olduklarını göstermektedir.
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UR  - https://doi.org/10.52974/jena.1594587
L1  - https://dergipark.org.tr/tr/download/article-file/4408669
ER  -