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Üstün Yeteneklilerin Eğitiminde Güvenli Öğrenme Ortamına İlişkin Öğrenci ve öğretmen Görüşleri

Yıl 2020, Cilt: 13 Sayı: 2, 311 - 333, 17.04.2020
https://doi.org/10.30831/akukeg.581632

Öz

Bu çalışmanın amacı
Türkiye’de öğrenim gören ve ortaokula devam eden üstün yetenekli öğrencilerin,
normal okullarındaki ve Bilim Sanat Merkezlerindeki öğrenme iklimi ile ilgili
görüşlerini güvenli öğrenme ortamı bağlamında belirlemektir. Çalışmada ayrıca,
bu öğrencilerin ve öğretmenlerinin potansiyel olarak güvenli ve arzu edilen bir
öğrenme ortamından ne bekledikleri de incelenmiştir. Bu nedenle çalışmada nitel
araştırma yöntemi kullanılmıştır. Çalışmanın verileri, üstün yetenekli
öğrencilerle (N = 12) ve onların öğretmenleriyle (N = 5) yapılan birebir yarı
yapılandırılmış görüşmeler vasıtasıyla toplanmıştır. Elde edilen nitel
verilerin çözümlenmesinde içerik analizi kullanılmıştır. Bulgular, üstün yetenekli
öğrencilerin Bilim Sanat Merkezlerini normal okullarına kıyasla daha güvenli ve
arzu edilen bir yer olarak gördükleri şeklinde olumlu bir görüşe sahip olduğunu
göstermektedir. Yine bulgularda öğrencilerin Bilim sanat Merkezinde kendilerini
psikolojik olarak güvende ve mutlu hissettikleri; orada düşüncelerini rahatça
ifade edebildikleri ve suçlanmaya maruz kalmadan soru sorabildikleri ortaya
çıkmıştır. Bununla birlikte öğrenci görüşlerinde normal okulların, çoğunlukla
kalabalık sınıf mevcutları nedeniyle psikolojik açıdan tam olarak güvenli
şeklinde tanımlanmadığı görülmüştür. Araştırmada öğrencilerin güvenli bir
öğrenme ortamından beklentilerinin ise; “öğretmen yaklaşımı, akran ilişkileri,
öğrenme süreci ve fiziksel ortamın özellikleri” ekseninde toplandığı
belirlenmiştir. Aynı konudaki öğretmen görüşlerinin de buna benzer olduğu
saptanmıştır.

Kaynakça

  • Altıntaş E, & Ilgun, S. (2016).The term “gifted child” from teacher’s view. Educational Research and Reviews, 11(10), 957-965.
  • Aslan, H., & Doğan, Ü. (2016). Üstün yetenekli öğrencilerin devam ettikleri okulları ile bilim ve sanat merkezine ilişkin metaforik algıları: Karşılaştırmalı durum çalışması [The metaphorical perception of gifted students in their schools and the art and science centers in which they participate: A comparative case study]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 335-350.
  • Bakioğlu, A., & Levent, F. (2013). Suggestions for gifted education in Turkey. Journal of Gifted Education Research, 1(1), 31-44.
  • Barr, J. J. (2016). Developing a positive classroom climate. The IDEA Center, 61, 1-9.
  • Beamon, G. W. (1993). Is your classroom “safe” for thinking? Introducing an observation instrument to assess classroom climate and teacher questioning strategies. Research in Middle Level Education, 17(1), 91-110.
  • Boostrom, R. (1998). Safe spaces: Reflections on an educational metaphor. Curriculum Studies, 30(4), 397-408.
  • Capern, T., & Hammond, L. (2014). Establishing positive relationships with secondary gifted students and students with emotional/behavioural disorders: Giving these diverse learners what they need. Australian Journal of Teacher Education, 39(4), 46-67. http://dx.doi.org/10.14221/ajte.2014v39n4.5
  • Çitil, M., & Ataman, A. (2018). İlköğretim çağındaki üstün yetenekli öğrencilerin davranışsal özelliklerinin eğitim ortamlarına yansıması ve ortaya çıkabilecek sorunlar [The reflection of the primary level gifted students’ behavioral characteristics to the educational settings and the problems that may arise]. GEFAD/GUJGEF, 38(1), 185-231.
  • Clapper, T. C. (2010). Creating the safe learning environment. PAILAL, 3(2), 1-6.
  • Cohen, L., Manion, L., & Morrison, K. (2007) Research methods in education (6th Ed). London: Routledge.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (4th Ed). USA: Pearson Education, Inc.
  • Doğan, S., & Kesici, Ş. (2015). Üstün yetenekli öğrencilerin psikolojik ihtiyaçlarının bazı değişkenlere göre incelenmesi [Investigation of gifted students’ psychological needs in terms of some variables]. Türkiye Sosyal ve Çalışma Hayatı Araştırmaları Dergisi, 5(8), 45-81.
  • Falsario, H. N., Muyong, R. F., & Nuevaespaña, J. S. (2014). Classroom climate and academic performance of education students. A paper presented at DLSU Research Congress, De La Salle University, Manila, Philippines.
  • Fonseca, C. (2011). Emotional intensity in gifted students: Helping kids cope with explosive feelings. USA: Prufrock Press Inc.
  • Frisby, B. N., Berger, E., Burchett, M., Herovic, E., & Strawser, M. G. (2014) Participation apprehensive students: The influence of face support and instructor-student rapport on classroom participation. Communication Education, 63(2), 105-123. DOI: 10.1080/03634523.2014.881516
  • Garran, A. M., & Rasmussen, B. M. (2014). Safety in the classroom: Reconsidered. Journal of Teaching in Social Work, 34, 401-412. Greene, K., & Mitcham, K. C. (2012). Community in the classroom. English Journal, 101(4), 13-15.
  • Heitzmann, J. (2009). The influence of the classroom climate on students’ motivation. In R. Lugossy, J. Horváth, & M. Nikolov (Eds.), UPRT 2008: Empirical studies in English applied linguistics (pp. 207-224). Pécs: Lingua Franca Csoport.
  • Holley, L. C., & Steiner, S. (2005) Safe space: Student perspectives on classroom environment, Journal of Social Work Education, 41(1), 49-64.
  • Kaya, F. (2015). Teachers’ conception of giftedness and special needs of gifted students. Education and Science, 40(177), 59-74. http://dx.doi.org/10.15390/EB.2015.2885 Kazu, İ. Y., & Şenol, C. (2012). Üstün yetenekliler eğitim programlarına ilişkin öğretmen görüşleri: Bilsem örneği [Views of teachers about gifted curriculum: Case of Bilsem]. E-International Journal of Educational Research, 3(2), 13-35.
  • Kearney, W. S., Smith, P. A., & Maika, S. (2016). Asking students their opinions of the learning environment: an empirical analysis of elementary classroom climate. Educational Psychology in Practice, 32(3), 310-320. DOI: 10.1080/02667363.2016.1173015
  • Kunt, K., & Tortop, H. S. (2013). The metaphoric perceptions of gifted students about science and art centers in Turkey. Journal of Gifted Education Research, 1(2), 117-127.
  • Maryland Board of Education, (2015). Supporting every young learner: Maryland’s guide to early childhood pedagogy birth to age 8. Maryland State Department of Education.
  • Meyer, K. R., & Mao, Y. (2014). Comparing student perceptions of the classroom by U.S. American and international teaching assistants. Higher Learning Research Communications, 4(3), 12-22.
  • Ming-tak, H., & Wai-shing, L. (2008). Classroom management: Creating a positive learning environment. China: Hong Kong University Press.
  • Ogurlu, Ü., Öpengin, E., & Hızlı, E. (2015). Üstün yeteneklilerin okul ve öğretmene ilişkin metaforik algıları [Metaphorical perceptions of gifted students related to school and teacher]. Dumlupınar University Journal of Social Sciences, 46(17), 67-83.
  • Özmen, F., & Kömürlü, F. (2013). Education policies and practices towards gifted and talented students in Turkey. İnönü University Journal of the Faculty of Education, 14(2), 35-56.
  • Robert, J. L. (2005). Enrichment opportunities for gifted learners. USA: Prufrock Press, Inc.
  • Schunk, D. H. (2011). Learning theories. An educational perspective. Boston: Pearson Education.
  • Senior, R. M. (2001) Creating safe learning environments: Developing and maintaining class cohesion. Intercultural Education, 12(3), 247-259.
  • Sezer, Ş. (2015). Üstün yeteneklilerin sınıf içindeki olumsuz davranışları ve yönetilmesine ilşkin öğretmen görüşleri [Teacher opinions related to disruptive behaviours of gifted students in classroom and managing them]. International Journal of Turkish Education Sciences, 4(3), 317-333.
  • Shaunessy, E. (2005). Questioning strategies for teaching the gifted. USA: Prufrock Press, Inc.
  • Shechtman, Z., & Silector, A. (2012). Social competencies and difficulties of gifted children compared to nongifted peers. Roeper Review, 34(1), 63-72. DOI: 10.1080/02783193.2012.627555
  • Sriklaub, K., Wongwanich, S., & Wiratchai, N. (2015). Development of the classroom climate measurement model. Procedia - Social and Behavioral Sciences, 171, 1353-1359. DOI: 10.1016/j.sbspro.2015.01.253
  • Talas, S., Talas, Y., & Sönmez, A. (2013). Bilim sanat merkezlerine devam eden üstün yetenekli öğrencilerin okullarında yaşadıkları problemler [the problems facing the gifted students at the art and science centers]. Uluslararası Türk Eğitim Bilimleri Dergisi, 1(1), 42-50.
  • Turner, S., & Braine, M. (2015). Unravelling the ‘Safe’ concept in teaching: what can we learn from teachers’ understanding?. Pastoral Care in Education, 33(1), 47-62.
  • Ülger, B. B., Uçar, S., & Özgür, İ. (2014) Science education program of science and art centers according to the views of teachers, administrators, and students. Elementary Education Online, 13(3), 1098-1121.
  • Wang, L. (2007). Sociocultural learning theories and information literacy teaching activities in higher education. Reference and User Services Quarterly, 47(2), 149-158.

Teacher and Student Perspectives on Safe Learning Climate in Gifted Education

Yıl 2020, Cilt: 13 Sayı: 2, 311 - 333, 17.04.2020
https://doi.org/10.30831/akukeg.581632

Öz

This study explored
the views of the lower secondary gifted students in relation to the learning
climate established in their regular schools and the gifted education centers, with
a focus on their psychological safety, in the Turkish context. It also investigated
what these students and their teachers expect from a potentially safe and
desirable learning atmosphere. Therefore, a qualitative research approach was
employed. The data were collected through one-to-one semi-structured interviews
with the gifted students (N = 12) and their teachers (N = 5).
Then, the interview data were transcribed and content analyzed. The findings
show that gifted students had a positive description of the gifted center
as a safe and desirable place compared to their regular schools. They felt
happy and psychologically safe at the gifted center, where they could disclose
their opinions and ask questions without being subjected to embarrassment. The
regular schools, however, were not described as fully safe from a psychological
perspective, mostly because of the crowded classrooms. Students’ expectations
of a safe learning climate were in relation to teacher approachability, peer
relationships, learning process and the physical characteristics of the
learning environment. Teachers were also of similar opinions with regard to
these findings.  

Kaynakça

  • Altıntaş E, & Ilgun, S. (2016).The term “gifted child” from teacher’s view. Educational Research and Reviews, 11(10), 957-965.
  • Aslan, H., & Doğan, Ü. (2016). Üstün yetenekli öğrencilerin devam ettikleri okulları ile bilim ve sanat merkezine ilişkin metaforik algıları: Karşılaştırmalı durum çalışması [The metaphorical perception of gifted students in their schools and the art and science centers in which they participate: A comparative case study]. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(2), 335-350.
  • Bakioğlu, A., & Levent, F. (2013). Suggestions for gifted education in Turkey. Journal of Gifted Education Research, 1(1), 31-44.
  • Barr, J. J. (2016). Developing a positive classroom climate. The IDEA Center, 61, 1-9.
  • Beamon, G. W. (1993). Is your classroom “safe” for thinking? Introducing an observation instrument to assess classroom climate and teacher questioning strategies. Research in Middle Level Education, 17(1), 91-110.
  • Boostrom, R. (1998). Safe spaces: Reflections on an educational metaphor. Curriculum Studies, 30(4), 397-408.
  • Capern, T., & Hammond, L. (2014). Establishing positive relationships with secondary gifted students and students with emotional/behavioural disorders: Giving these diverse learners what they need. Australian Journal of Teacher Education, 39(4), 46-67. http://dx.doi.org/10.14221/ajte.2014v39n4.5
  • Çitil, M., & Ataman, A. (2018). İlköğretim çağındaki üstün yetenekli öğrencilerin davranışsal özelliklerinin eğitim ortamlarına yansıması ve ortaya çıkabilecek sorunlar [The reflection of the primary level gifted students’ behavioral characteristics to the educational settings and the problems that may arise]. GEFAD/GUJGEF, 38(1), 185-231.
  • Clapper, T. C. (2010). Creating the safe learning environment. PAILAL, 3(2), 1-6.
  • Cohen, L., Manion, L., & Morrison, K. (2007) Research methods in education (6th Ed). London: Routledge.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research, (4th Ed). USA: Pearson Education, Inc.
  • Doğan, S., & Kesici, Ş. (2015). Üstün yetenekli öğrencilerin psikolojik ihtiyaçlarının bazı değişkenlere göre incelenmesi [Investigation of gifted students’ psychological needs in terms of some variables]. Türkiye Sosyal ve Çalışma Hayatı Araştırmaları Dergisi, 5(8), 45-81.
  • Falsario, H. N., Muyong, R. F., & Nuevaespaña, J. S. (2014). Classroom climate and academic performance of education students. A paper presented at DLSU Research Congress, De La Salle University, Manila, Philippines.
  • Fonseca, C. (2011). Emotional intensity in gifted students: Helping kids cope with explosive feelings. USA: Prufrock Press Inc.
  • Frisby, B. N., Berger, E., Burchett, M., Herovic, E., & Strawser, M. G. (2014) Participation apprehensive students: The influence of face support and instructor-student rapport on classroom participation. Communication Education, 63(2), 105-123. DOI: 10.1080/03634523.2014.881516
  • Garran, A. M., & Rasmussen, B. M. (2014). Safety in the classroom: Reconsidered. Journal of Teaching in Social Work, 34, 401-412. Greene, K., & Mitcham, K. C. (2012). Community in the classroom. English Journal, 101(4), 13-15.
  • Heitzmann, J. (2009). The influence of the classroom climate on students’ motivation. In R. Lugossy, J. Horváth, & M. Nikolov (Eds.), UPRT 2008: Empirical studies in English applied linguistics (pp. 207-224). Pécs: Lingua Franca Csoport.
  • Holley, L. C., & Steiner, S. (2005) Safe space: Student perspectives on classroom environment, Journal of Social Work Education, 41(1), 49-64.
  • Kaya, F. (2015). Teachers’ conception of giftedness and special needs of gifted students. Education and Science, 40(177), 59-74. http://dx.doi.org/10.15390/EB.2015.2885 Kazu, İ. Y., & Şenol, C. (2012). Üstün yetenekliler eğitim programlarına ilişkin öğretmen görüşleri: Bilsem örneği [Views of teachers about gifted curriculum: Case of Bilsem]. E-International Journal of Educational Research, 3(2), 13-35.
  • Kearney, W. S., Smith, P. A., & Maika, S. (2016). Asking students their opinions of the learning environment: an empirical analysis of elementary classroom climate. Educational Psychology in Practice, 32(3), 310-320. DOI: 10.1080/02667363.2016.1173015
  • Kunt, K., & Tortop, H. S. (2013). The metaphoric perceptions of gifted students about science and art centers in Turkey. Journal of Gifted Education Research, 1(2), 117-127.
  • Maryland Board of Education, (2015). Supporting every young learner: Maryland’s guide to early childhood pedagogy birth to age 8. Maryland State Department of Education.
  • Meyer, K. R., & Mao, Y. (2014). Comparing student perceptions of the classroom by U.S. American and international teaching assistants. Higher Learning Research Communications, 4(3), 12-22.
  • Ming-tak, H., & Wai-shing, L. (2008). Classroom management: Creating a positive learning environment. China: Hong Kong University Press.
  • Ogurlu, Ü., Öpengin, E., & Hızlı, E. (2015). Üstün yeteneklilerin okul ve öğretmene ilişkin metaforik algıları [Metaphorical perceptions of gifted students related to school and teacher]. Dumlupınar University Journal of Social Sciences, 46(17), 67-83.
  • Özmen, F., & Kömürlü, F. (2013). Education policies and practices towards gifted and talented students in Turkey. İnönü University Journal of the Faculty of Education, 14(2), 35-56.
  • Robert, J. L. (2005). Enrichment opportunities for gifted learners. USA: Prufrock Press, Inc.
  • Schunk, D. H. (2011). Learning theories. An educational perspective. Boston: Pearson Education.
  • Senior, R. M. (2001) Creating safe learning environments: Developing and maintaining class cohesion. Intercultural Education, 12(3), 247-259.
  • Sezer, Ş. (2015). Üstün yeteneklilerin sınıf içindeki olumsuz davranışları ve yönetilmesine ilşkin öğretmen görüşleri [Teacher opinions related to disruptive behaviours of gifted students in classroom and managing them]. International Journal of Turkish Education Sciences, 4(3), 317-333.
  • Shaunessy, E. (2005). Questioning strategies for teaching the gifted. USA: Prufrock Press, Inc.
  • Shechtman, Z., & Silector, A. (2012). Social competencies and difficulties of gifted children compared to nongifted peers. Roeper Review, 34(1), 63-72. DOI: 10.1080/02783193.2012.627555
  • Sriklaub, K., Wongwanich, S., & Wiratchai, N. (2015). Development of the classroom climate measurement model. Procedia - Social and Behavioral Sciences, 171, 1353-1359. DOI: 10.1016/j.sbspro.2015.01.253
  • Talas, S., Talas, Y., & Sönmez, A. (2013). Bilim sanat merkezlerine devam eden üstün yetenekli öğrencilerin okullarında yaşadıkları problemler [the problems facing the gifted students at the art and science centers]. Uluslararası Türk Eğitim Bilimleri Dergisi, 1(1), 42-50.
  • Turner, S., & Braine, M. (2015). Unravelling the ‘Safe’ concept in teaching: what can we learn from teachers’ understanding?. Pastoral Care in Education, 33(1), 47-62.
  • Ülger, B. B., Uçar, S., & Özgür, İ. (2014) Science education program of science and art centers according to the views of teachers, administrators, and students. Elementary Education Online, 13(3), 1098-1121.
  • Wang, L. (2007). Sociocultural learning theories and information literacy teaching activities in higher education. Reference and User Services Quarterly, 47(2), 149-158.
Toplam 37 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Sayed Masood Haıdarı 0000-0003-3221-6343

Fazilet Karakuş 0000-0002-6455-9845

Ayhan Koçoğlu 0000-0002-0245-3957

Yayımlanma Tarihi 17 Nisan 2020
Gönderilme Tarihi 24 Haziran 2019
Yayımlandığı Sayı Yıl 2020 Cilt: 13 Sayı: 2

Kaynak Göster

APA Haıdarı, S. M., Karakuş, F., & Koçoğlu, A. (2020). Teacher and Student Perspectives on Safe Learning Climate in Gifted Education. Journal of Theoretical Educational Science, 13(2), 311-333. https://doi.org/10.30831/akukeg.581632