Özel Yetenekli Lise Öğrencisi Örneğinde Proje Geliştirme Eğitiminin Problem Çözme Becerilerine Etkisi

Yıl 2024, Cilt: 7 Sayı: 2, 185 - 200, 30.12.2024

Ramazan Eryılmaz

https://doi.org/10.52974/jena.1594587

Öz

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.

Anahtar Kelimeler

Özel yetenekli öğrenciler, Problem çözme, Proje tabanlı öğrenme

The Impact of Project Development Training on Problem-Solving Skills in The Case of Gifted High School Student

Öz

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.

Anahtar Kelimeler

Gifted students, Problem solving, Project-based learning

Kaynakça

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