Differentiated inquiry-based science lesson modules specific to gifted students: Views regarding practice

Yıl 2020, Cilt: 2 Sayı: 2, 64 - 74, 31.12.2020

Bestami Buğra Ülger , Salih Çepni

https://doi.org/10.47156/jide.847514

Cited By: 1

Öz

We know that special approaches and strategies should be used in the education of gifted students. For this reason, it is aimed to develop an approach, material and teaching plan specific to gifted people in the gifted strategy document prepared by MNE-TUBITAK in the 2023 vision document of the Ministry of National Education. In this context, differentiated context-based modules for the science lessons of gifted students were developed and applied. The opinions of the teacher, who is the implementer of the modules, about the modules are the subject of this study. The study was a case study, and the teacher and their views on the modules were asked and the data were analyzed. The results obtained were categorized as positive and negative opinions, and suggestions were made for future applications of similar materials.

Anahtar Kelimeler

Inquiry-based approach , teacher's opinions , science education , gifted education , lesson material

Proje Numarası

1059B141501092

Üstün yeteneklilere özgü farklılaştırılmış sorgulama temelli fen ders modülleri: Uygulamaya yönelik görüşler

Öz

Üstün yetenekli öğrencilerin eğitimlerinde özel farklılaştırma yaklaşımları ve stratejilerin kullanılması gerektiği bilinmektedir. Bu nedenle ülkemizde eksikliği hissedilen ve MEB tarafından 2023 vizyon belgesi ve MEB-TUBITAK tarafından hazırlanan üstün yetenekli strateji belgesinde üstün yeteneklilere özgü yaklaşım, materyal ve öğretim planı geliştirilmesi hedeflenmiştir. Bu bağlamda üstün yetenekli öğrenciler için fen derslerine yönelik farklılaştırılmış bağlam temelli modüller geliştirilmiş ve uygulanmıştır. Modüllerin uygulayıcısı olan öğretmenin modüller hakkındaki görüşleri bu çalışmanın konusudur. Çalışma durum çalışması desenine göre düzenlenmiş olup, katılımcı olarak öğretmene modüllere ilişkin görüşleri sorulmuştur. Toplanan veriler betimsel olarak analiz edilmiştir. Elde edilen sonuçlar pozitif ve negatif görüşler olarak kategorilendirilmiş, kategorilerde öğretmen tarafından önemli olarak görülen modül ve süreçle ilgili noktalar blirtilmiş ve benzer materyallerin ileriye dönük uygulamaları için öneriler sunulmuştur.

Anahtar Kelimeler

Sorgulama temelli yaklaşım , Öğretmen görüşleri , Fen eğitimi , Üstün yetenekli eğitimi , Ders materyali

Destekleyen Kurum

TUBITAK

Proje Numarası

1059B141501092

Kaynakça

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