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Yıl 2021, Cilt: 9 Sayı: 1, 1 - 14, 15.03.2021

Ramazan Çeken

https://doi.org/10.17478/jegys.837227

Öz

Kaynakça

  • Al-Sahabatat, A. M. (2013). A review of the contemporary concepts of giftedness and talent. International Interdisciplinary Journal of Education, 2(12), 1336-1346.
  • Blatt, F. S. (1986). Principles of physics. (Second Edition). Boston: Allyn and Bacon, Inc.
  • Bobbitt, F. (1918). The curriculum. Boston: Houghton Mifflin Company.
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education (Fifth Edition). Boston: Pearson Education, Inc.
  • Bruner, J. (2003). The process of education (Twenty-Seventh Printing). USA: Harvard University Press.
  • Crouch, C. H. & Heller, K. (2014). Introductory physics in biological context: an approach to improve introductory physics for life science students. American Association of Physics Teachers, 82(5), 378-386. Retrieved from: https://cutt.ly/6kdqYpr
  • Doll, W. E. (1993). A post-modern perspective on curriculum. New York and London: Teachers College, Columbia University.
  • El-Abd, M., Callahan, C., & Azano, A. (2019). Predictive factors of literacy achievement in young gifted children in rural schools. Journal of Advanced Academics, 30(3), 298-325.
  • Goudsblom, J.C.M. (2019). Identifying dutch gifted children and their learning needs in the dutch primary school context. University of Twente, Master Thesis. Retrieved from: https://essay.utwente.nl/77999/
  • Gough, A. (1998). Curriculum toward new identities. In W. F. Pinar (Ed.), Beyond eurocentrism in science education: promises an problematics from a feminist poststructuralist perspective (pp. 185-209). New York: Garland Publishing, Inc.
  • Guido, R. M. D. (2013). Attitude and motivation towards learning physics. International Journal of Engineering Research & Technology (IJERT), 2(11), 2087-2094.
  • Frankel, J. R. & Wallen, E. N. (2006). How to design and evaluate research in education (Sixth Edition). Boston: McGraw-Hill Companies.
  • Hatch, J. A. (2002). Doing qualitative research in education settings. New York: State University of New York Press.
  • Lichtman, M. (2010). Qualitative research in education (Second Edition). Los Angeles: Sage Publications, Inc.
  • Loughran, J., Smith, K., & Berry, A. (2011). Scientific literacy under the microscope. Rotterdam: Sense Publishers.
  • MNE (2006). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE(2007). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2008). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2009). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2010). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2011). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2012). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2013). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2014). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2018). Turkish science education curriculum. Ankara: The Ministry of National Education of Turkey. Retrieved from: http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Pinar, W. F., Reynolds, W. M, Slattery, P. & Taubman, P. M. ( 2008). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses (Seventh Printing). New York: Peter Lang.
  • Solé-Casals, J., Serra-Grabulosa, J. M., Romero-Garcia, R., Vilaseca, G., Adan, A., Vilaró, N., Bargalló, N., & et al. (2019). Structural brain network of gifted children has a more integrated and versatile topology. Brain structure & function, 224 (7), 2373-2383. https://doi.org/10.1007/s00429-019-01914-9.
  • Spit, S. & Rispens, J. (2019). On the relation between procedural learning and syntactic proficiency in gifted children. Journal of Psycholinguistic Research, 48(2), 417-429. https://doi.org/10.1007/s10936-018-9611-6.
  • Sweller, J. (1999). Instructional design. Australian Educational Review, 43. Retrived from: https://eric.ed.gov/?id=ED431763
  • Williams, C., Stanisstreet, M. & Spall, K. (2003). Why aren’t secondary school students interested in physics? Physics Education. 38 (4), 324-329.
  • Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P. & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70, 551-576.

The place of interdisciplinary relationships in science projects of the gifted students in Turkey

Yıl 2021, Cilt: 9 Sayı: 1, 1 - 14, 15.03.2021

Ramazan Çeken

https://doi.org/10.17478/jegys.837227

Öz

IInstructional design is essential for human cognitive development, and interdisciplinary relationships of those settings have an important role on human cognition. Such instructional settings including various disciplines are current issues in educational researches. As seen in Turkish Science Education Curriculum (TSEC), some relationships between science and environment have been stated and emphasized for mental structures. Learning with projects can help to explore those mental processes. The gifted students can learn effectively and more rapidly than their fellows by the way of such interdisciplinary learning practices. Since these relationships in the curriculum provide the gifted students and the teachers making integrations with disciplines, the project based learning practices include various integrations. Therefore, this documentary study was conducted to student projects selected in a project competition carried out by the gifted students throughout Turkey to explore such interdisciplinary relationships. For the purpose of determining these relationships in student practices made by the Science and Art Centers’ (SAC) students accepted as gifted ones, a total of 76 projects were subjected to the content analysis. With the result of categorization process, they focused on two disciplines to overcome with their problems in general. They prefered to make relationships between firstly biology and chemistry and secondly biology and physics to find valuable answers to their daily life problems. They used the both disciplines’ topics more than other traditional area of science education called as physics. They could make less integrations on physics topics with other disciplines as compared with the connections made between biology and chemistry. Additionally, they could make only 4 connections with geology and geography. Although the 56 of the gifteds’ projects have an interdisciplinary viewpoint totally, only 20 of them include only one scientific disciplines. Such frequencies are important for PBL as it can be a way of coping with the integration problems doing the practices in gifted education spesificially and science education in general.

Anahtar Kelimeler

Gifted Students Interdisciplinary Relationships Project based learning Integrated disciplines Student projects

Kaynakça

  • Al-Sahabatat, A. M. (2013). A review of the contemporary concepts of giftedness and talent. International Interdisciplinary Journal of Education, 2(12), 1336-1346.
  • Blatt, F. S. (1986). Principles of physics. (Second Edition). Boston: Allyn and Bacon, Inc.
  • Bobbitt, F. (1918). The curriculum. Boston: Houghton Mifflin Company.
  • Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education (Fifth Edition). Boston: Pearson Education, Inc.
  • Bruner, J. (2003). The process of education (Twenty-Seventh Printing). USA: Harvard University Press.
  • Crouch, C. H. & Heller, K. (2014). Introductory physics in biological context: an approach to improve introductory physics for life science students. American Association of Physics Teachers, 82(5), 378-386. Retrieved from: https://cutt.ly/6kdqYpr
  • Doll, W. E. (1993). A post-modern perspective on curriculum. New York and London: Teachers College, Columbia University.
  • El-Abd, M., Callahan, C., & Azano, A. (2019). Predictive factors of literacy achievement in young gifted children in rural schools. Journal of Advanced Academics, 30(3), 298-325.
  • Goudsblom, J.C.M. (2019). Identifying dutch gifted children and their learning needs in the dutch primary school context. University of Twente, Master Thesis. Retrieved from: https://essay.utwente.nl/77999/
  • Gough, A. (1998). Curriculum toward new identities. In W. F. Pinar (Ed.), Beyond eurocentrism in science education: promises an problematics from a feminist poststructuralist perspective (pp. 185-209). New York: Garland Publishing, Inc.
  • Guido, R. M. D. (2013). Attitude and motivation towards learning physics. International Journal of Engineering Research & Technology (IJERT), 2(11), 2087-2094.
  • Frankel, J. R. & Wallen, E. N. (2006). How to design and evaluate research in education (Sixth Edition). Boston: McGraw-Hill Companies.
  • Hatch, J. A. (2002). Doing qualitative research in education settings. New York: State University of New York Press.
  • Lichtman, M. (2010). Qualitative research in education (Second Edition). Los Angeles: Sage Publications, Inc.
  • Loughran, J., Smith, K., & Berry, A. (2011). Scientific literacy under the microscope. Rotterdam: Sense Publishers.
  • MNE (2006). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE(2007). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2008). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2009). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2010). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2011). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2012). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2013). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2014). Project competition for secondary school students’ researches on mathematics and science: This is my product. Ankara: The Ministry of National Education of Turkey.
  • MNE (2018). Turkish science education curriculum. Ankara: The Ministry of National Education of Turkey. Retrieved from: http://mufredat.meb.gov.tr/ProgramDetay.aspx?PID=325
  • Pinar, W. F., Reynolds, W. M, Slattery, P. & Taubman, P. M. ( 2008). Understanding curriculum: An introduction to the study of historical and contemporary curriculum discourses (Seventh Printing). New York: Peter Lang.
  • Solé-Casals, J., Serra-Grabulosa, J. M., Romero-Garcia, R., Vilaseca, G., Adan, A., Vilaró, N., Bargalló, N., & et al. (2019). Structural brain network of gifted children has a more integrated and versatile topology. Brain structure & function, 224 (7), 2373-2383. https://doi.org/10.1007/s00429-019-01914-9.
  • Spit, S. & Rispens, J. (2019). On the relation between procedural learning and syntactic proficiency in gifted children. Journal of Psycholinguistic Research, 48(2), 417-429. https://doi.org/10.1007/s10936-018-9611-6.
  • Sweller, J. (1999). Instructional design. Australian Educational Review, 43. Retrived from: https://eric.ed.gov/?id=ED431763
  • Williams, C., Stanisstreet, M. & Spall, K. (2003). Why aren’t secondary school students interested in physics? Physics Education. 38 (4), 324-329.
  • Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P. & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70, 551-576.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri, Özel Eğitim ve Engelli Eğitimi
Bölüm Advanced Science Education
Yazarlar

Ramazan Çeken 0000-0003-3584-7132

Yayımlanma Tarihi 15 Mart 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 9 Sayı: 1

Kaynak Göster

APA Çeken, R. (2021). The place of interdisciplinary relationships in science projects of the gifted students in Turkey. Journal for the Education of Gifted Young Scientists, 9(1), 1-14. https://doi.org/10.17478/jegys.837227
AMA Çeken R. The place of interdisciplinary relationships in science projects of the gifted students in Turkey. JEGYS. Mart 2021;9(1):1-14. doi:10.17478/jegys.837227
Chicago Çeken, Ramazan. “The Place of Interdisciplinary Relationships in Science Projects of the Gifted Students in Turkey”. Journal for the Education of Gifted Young Scientists 9, sy. 1 (Mart 2021): 1-14. https://doi.org/10.17478/jegys.837227.
EndNote Çeken R (01 Mart 2021) The place of interdisciplinary relationships in science projects of the gifted students in Turkey. Journal for the Education of Gifted Young Scientists 9 1 1–14.
IEEE R. Çeken, “The place of interdisciplinary relationships in science projects of the gifted students in Turkey”, JEGYS, c. 9, sy. 1, ss. 1–14, 2021, doi: 10.17478/jegys.837227.
ISNAD Çeken, Ramazan. “The Place of Interdisciplinary Relationships in Science Projects of the Gifted Students in Turkey”. Journal for the Education of Gifted Young Scientists 9/1 (Mart 2021), 1-14. https://doi.org/10.17478/jegys.837227.
JAMA Çeken R. The place of interdisciplinary relationships in science projects of the gifted students in Turkey. JEGYS. 2021;9:1–14.
MLA Çeken, Ramazan. “The Place of Interdisciplinary Relationships in Science Projects of the Gifted Students in Turkey”. Journal for the Education of Gifted Young Scientists, c. 9, sy. 1, 2021, ss. 1-14, doi:10.17478/jegys.837227.
Vancouver Çeken R. The place of interdisciplinary relationships in science projects of the gifted students in Turkey. JEGYS. 2021;9(1):1-14.
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