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An Enriched Program Proposal in Teaching Social Studies for Gifted Children

Yıl 2021, Cilt: 4 Sayı: 1, 208 - 245, 26.05.2021
https://doi.org/10.53047/josse.927835

Öz

The Gifted and talented students who have a superior potential compared to their peers need a differentiated curriculum. It is considered that the talent domain, potential of intelligence, interest, and development status of the gifted and talented students should be determined, and the curriculum which is to be applied should be differentiated. In this respect, the purpose of the study is to differentiate the social studies curriculum of 4th, 5th, 6th and 7th grades in line with the characteristics, academic, cognitive, and affective expectations of gifted and talented students. In the study, the social studies curriculum is differentiated with the integrated curriculum differentiation method. The document review method, which is one of the qualitative research methods, was used in the data collection process of the study. The content analysis method was used when analyzing the data. A differentiation strategy was determined for the whole class level and for each learning domain separately in accordance with the general characteristics of gifted and talented students, The determined differentiation strategy is composed of affective domain and value objectives, along with thinking, study, and creativity skills. Based on differentiation strategies, cognitive domain, affective domain, value, and skill objectives were determined. Enrichment and reduction practices were made by retaining the present achievements in the curriculum. In the curriculum, in which 68 achievements were differentiated in total, students' creativity, innovation, study and thinking skills, and awareness for national components and social values were prioritized. Social studies curriculum in line with the integrated curriculum model is thought to be an original and framework model for teaching social studies to gifted and talented students.

Kaynakça

  • Akarsu, F. (2004). The Congress of Turkey Gifted Children Selected Articles Books, Children's Foundation Publications. Istanbul: Pegem Academy.
  • Anderson, L., David, K. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. USA, NewYork: Longman.
  • Atalay, Z.Ö. (2014). The Impact of Differentiated Teaching in Social Studies on the Academic Achievement, Attitude, Critical Thinking and Creativity of Gifted Students (Doctoral Dissertation). Istanbul University Institute of Educational Sciences, Istanbul.
  • Breiter, D. (1991). The value of cooperative education. Hospitality & Tourism Educator, 4, 31-64. Büyüköztürk, et all. (2018). Scientific Research Methods in Education. Ankara, Pegem Academy.
  • Çal, Ü, T., (2018). The Place and Importance of Social Studies Education in the Education of Gifted Students (Master Thesis). Akdeniz University, Institute of Educational Sciences, Antalya.
  • Christensen, J. and Lisa T. (2015). Research Methods: Pattern and Analysis. Ankara, Anı Publishing.
  • Creswell, J. (2016). Qualitative Research Methods: Qualitative Research and Research Pattern According to Five Approaches. Siyasal Bookstore.
  • Davaslıgil, Ü., Zeana, M. (2004). Education project for gifted children. Proceedings book for gifted children.
  • Davis, G. and Sylvia R. (2004). Educated of the Gifted and Talented. Boston: Pearson Education.
  • Delisle, R. (1991). Gifted students and social studies. In J. P. Shaver (Ed.), Handbook of Research on Social Studies Teaching and Learning. NewYork: McMillian Publishing Company.
  • Demirkaya, H. (2011). Thinking and Questioning Skills in Social Studies. Social Studies Education within an Overview. Editor Bayram Tay, Adem Öcal. Social Studies Teaching with Special Teaching Methods. Ankara: Pegem A Publishing.
  • Deniz, E. (2020). Evaluating geography secondary education program in regards to gifted education program skills and developing skills, (Unpublished master's thesis). Marmara University, Istanbul.
  • Diken, İ.H. (Ed.). (2010). Giftedness/talentedness, language and speech disorder, autism spectrum disorder. Ankara: Pegem Academy.
  • Dreeszen, J. (2009). The Impact of Differentiation on The Critical Thinking of Gifted Readers and The Evolving Perspective of the Fifth Grade Classroom Teacher (Doctoral Dissertation). Kansas State University.
  • Dunbar P, E. (2001). The Educational Needs of Gifted Children (Unpublished Doctorate Dissertation). University of Warwick, United Kingdom.
  • Elmas, O. (2020). Students’ views on the subject area of "matter and its nature", enriched and accelerated by using the curriculum model of gifted education programs (Unpublished master's thesis) Uludağ University, Bursa.
  • Eripek, S. (Ed.). (1998). Within Special Training: Gifted and Talented Children. Eskişehir: Anadolu University Publications.
  • Ersoy, Ö., Avcı, N. (2001). Children with Special Needs and Their Education “Special Training”, Istanbul: Ya-pa Broadcast Marketing
  • Ford, D. (2000). A study of the effects of implementation of multiple intelligence techniques and integrated thematic instruction on seventh grade students (Doctoral Dissertation). School of Saint Louis University.
  • Galton, F. (1892). Hereditary Genius. This edition forms part of the online Galton archives at Address of access: http://galton.org/
  • Gardner, H. (1993). Multiple Intelligence: The Theory in Practice. New York: Basic Books.
  • İşkeller, A. (2008). The impact of teaching Turkish based on critical thinking skills on the achievement, critical thinking levels and behaviors of students with superior and normal intelligence levels (Unpublished Master's Thesis). Istanbul University.
  • Kanlı, E. (2008). The effect of problem-based learning in science and technology teaching on the achievement, creative thinking and motivation levels of students with superior and normal intelligence levels (Master's thesis). Istanbul University.
  • Kaplan, S. (2005). Layering differentiated curricula for the gifted and talented. Methods and materials for teaching the gifted.
  • Karakurt, B. (2009). Attitude of the teacher towards Gifted and Talented Students in Classroom Management. Ankara: Anı publishing.
  • Karasar, N. (2009). Scientific Method of Research. Ankara: Nobel Publishing.
  • Kieffer, C. (1996). High school seniors: Constructing meaning in an arts-integrated, thematic and collaborative learning milieu (Unpublished Doctoral Dissertation). National-Louis University. Access adreess: http://www.lib.umi.com/dissertations.
  • Kılıç, M. (2019). The influence of the activities with original material on the critical reading abilities of gifted and intelligent students (Unpublished master's thesis). Yıldız Technical University, Istanbul.
  • Kulik, C. and Kulik A. (1982). Effects of Ability Grouping on Secondary School Students: A Meta-Analysis of Evaluation Findings. American Educational Research Journal, 19(3), 415-428.
  • Levent, F. (2011). Analyzing Views and Policies Regarding the Education of Gifted Students (Unpublished Doctoral Dissertation). Marmara University, Institute of Education Sciences, Istanbul.
  • Lewin, R. (1995). Perspectives from England on using integrated curriculum: A thematic approach to social studies (Unpublished Doctoral Dissertation). University of Kansas. Access adreess: http://www.lib.umi.com/dissertations.
  • Lincoln, Y and Norman, D. (1994). The fifth moment. Handbook of qualitative research.
  • Maker, Carol June, Shirley Schiever. 2005. Benjamin Bloom and David Krathwohl: The cognitive and affective taxonomies. Teaching Models in Education of The Gifted. Arizona: International Publisher Inc.
  • McCullar, C, K. (1998). Integrated curriculum: An approach to collegiate preservice teacher training using the fine arts in the elementary classroom (Doctoral Dissertation). Texas Tech University.
  • MEGEP. (2007). Child Development and Education Gifted and Special Talented Children. Ministry of National Education, Ankara. Access adreess: http://cygm.meb.gov.tr/modulerprogramlar/kursprogramlari/cocukgelisim/moduller/ustunzekaveozelyetenekliler.pdf
  • MEGEP. (2007). Child Development and Education Gifted and Talented Children. National Education Ministry Publications, Ankara.
  • Mertol, H., (2014). Views and Practices of Teachers Teaching Social Studies to Gifted Children in Turkey and USA (Doctoral Dissertation), Atatürk University Institute of Education Sciences, Erzurum.
  • Miller, N. (1941). I. The frustration-aggression hypothesis. Psychological review.48(4), 337.
  • Özgüven, İ. (2011). Psychological Tests. Ankara: Pdrem Publications.
  • Özyaprak, M., (2012) The Impact of Differentiated Mathematics Teaching for Gifted and Talented Students on Achievement, Attitude and Creativity (Doctoral Dissertation). Istanbul University Institute of Social Sciences, Istanbul.
  • Sak, U. (2012). Gifted People: Characteristics, Identification, Education. Ankara: Visa Press Publishing.
  • Sayı, A. (2013). The Impact of Differentiated Foreign Language Teaching on Achievement, Critical Thinking and Creativity in Gifted and Talented Students (Unpublished Doctoral Dissertation). Istanbul University.
  • Sönmez, V. and Alacapınar, F. (2014). Exemplified Scientific Research Methods. Anı Publishing.
  • Staum, M. (2011). Nature and Nurture in French Social Sciences, 1859–1914 and Beyond. McGill-Queen's Press.
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research, and Evaluation,7,1, 17.
  • Sternberg, R. (2005). Dr. Jekyll Meets Mr. Hyde: Two Faces of Research on Intelligence and Cognition. Intelligence and Cognition Chapter 6 Retrieved.
  • Tican, S. (1996). A pilot study on the effect of air conservation unit integrated into 8 grade junior high school science curriculum (Unpublished Master's Thesis). Middle East Technical University, Ankara.
  • Van Tassel-Baska J. (2003). Curriculum planning and instructional design for gifted learners, Denver, CO: Love Publication.
  • VanTassel-Baska, J., Elissa, B. (2007). Toward Best Practice: An Analysis of the Efficacy of Curriculum Models in Gifted Education. Gifted Child Quarterly,51,342.
  • VanTassel-Baska, J. Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3. Bs.). USA: Pearson Education Inc.
  • Yıldırım, A, and Şimşek H. (2006). Qualitative research methods within social sciences. Ankara: Seçkin Publications.

Sosyal Bilgiler Öğretiminde Üstün Yetenekli Çocuklar için Zenginleştirilmiş Program Önerisi

Yıl 2021, Cilt: 4 Sayı: 1, 208 - 245, 26.05.2021
https://doi.org/10.53047/josse.927835

Öz

Akranlarına göre üst düzey potansiyel gösteren üstün yetenekli öğrenciler farklılaştırılmış öğretim programına ihtiyaç duymaktadırlar. Üstün yeteneklilerin yetenek alanı, zekâ potansiyeli, ilgi ve gelişim durumlarının tespit edilmesi ve uygulanacak eğitim programının farklılaştırırılması gerektiği düşünülmektedir. Bu açıdan araştırmanın amacını üstün yeteneklilerin karakteristik özelliklerine akademik, bilişsel, duyuşsal beklentilerine uygun sosyal bilgiler 4 ,5, 6 ve 7. sınıf öğretim programının farklılaştırılması oluşturmaktadır. Araştırmada sosyal bilgiler öğretim programı bütünleştirilmiş müfredat farklılaştırma yöntemiyle farklılaştırılmıştır. Araştırmanın veri toplama sürecinde nitel araştırma yöntemlerinden doküman inceleme yöntemi kullanılmıştır. Verilerin analiz edilmesi sürecinde içerik analizi yöntemi kullanılmıştır. Araştırmada üstün yetenekli öğrencilerin genel karakteristik özelliklerine göre programın tüm sınıf düzeyi ve her öğrenme alanı için ayrı ayrı farklılaştırma stratejisi belirlenmiştir. Belirlenen farklılaştırma stratejisi, düşünme, araştırma ve yaratıcılık becerileriyle birlikte, duyuşsal alan ve değer hedeflerinden oluşmaktadır. Farklılaştırma stratejileri temelinde bilişsel alan, duyuşsal alan değer ve beceri hedefleri belirlenmiştir. Ayrıca farklılaştırılan programda yer alan öğrenme alanlarının içeriği bütünleştirilmiş müfredat modeline diğer ortaokul derslerinin öğrenme alanı ve üniteleriyle ilişkilendirilmiştir. Üstün yetenekli öğrencilerin genel potansiyel yetenekleri ve karakteristik özellikleri gözetilerek öğrenme alanları için oluşturulan farklılaştırma stratejisi temelinde kazanımlar farklılaştırılmıştır. Programda yer alan mevcut kazanımlar korunarak zenginleştirme ve daraltma uygulamaları yapılmıştır. Toplamda 68 kazanımın farklılaştırıldığı programda öğrencilerin yaratıcılık, inovasyon, araştırma becerileri, düşünme becerileri ve milli unsurlara ve toplumsal değerlere karşı duyarlılık kazanımı ön planda tutulmuştur. Bütünleştirilmiş müfredat modeline göre farklılaştırılan sosyal bilgiler öğretim programının üstün yetenekli öğrencilere sosyal bilgiler öğretiminde özgün ve çerçeve bir model olacağı düşünülmektedir.

Kaynakça

  • Akarsu, F. (2004). The Congress of Turkey Gifted Children Selected Articles Books, Children's Foundation Publications. Istanbul: Pegem Academy.
  • Anderson, L., David, K. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. USA, NewYork: Longman.
  • Atalay, Z.Ö. (2014). The Impact of Differentiated Teaching in Social Studies on the Academic Achievement, Attitude, Critical Thinking and Creativity of Gifted Students (Doctoral Dissertation). Istanbul University Institute of Educational Sciences, Istanbul.
  • Breiter, D. (1991). The value of cooperative education. Hospitality & Tourism Educator, 4, 31-64. Büyüköztürk, et all. (2018). Scientific Research Methods in Education. Ankara, Pegem Academy.
  • Çal, Ü, T., (2018). The Place and Importance of Social Studies Education in the Education of Gifted Students (Master Thesis). Akdeniz University, Institute of Educational Sciences, Antalya.
  • Christensen, J. and Lisa T. (2015). Research Methods: Pattern and Analysis. Ankara, Anı Publishing.
  • Creswell, J. (2016). Qualitative Research Methods: Qualitative Research and Research Pattern According to Five Approaches. Siyasal Bookstore.
  • Davaslıgil, Ü., Zeana, M. (2004). Education project for gifted children. Proceedings book for gifted children.
  • Davis, G. and Sylvia R. (2004). Educated of the Gifted and Talented. Boston: Pearson Education.
  • Delisle, R. (1991). Gifted students and social studies. In J. P. Shaver (Ed.), Handbook of Research on Social Studies Teaching and Learning. NewYork: McMillian Publishing Company.
  • Demirkaya, H. (2011). Thinking and Questioning Skills in Social Studies. Social Studies Education within an Overview. Editor Bayram Tay, Adem Öcal. Social Studies Teaching with Special Teaching Methods. Ankara: Pegem A Publishing.
  • Deniz, E. (2020). Evaluating geography secondary education program in regards to gifted education program skills and developing skills, (Unpublished master's thesis). Marmara University, Istanbul.
  • Diken, İ.H. (Ed.). (2010). Giftedness/talentedness, language and speech disorder, autism spectrum disorder. Ankara: Pegem Academy.
  • Dreeszen, J. (2009). The Impact of Differentiation on The Critical Thinking of Gifted Readers and The Evolving Perspective of the Fifth Grade Classroom Teacher (Doctoral Dissertation). Kansas State University.
  • Dunbar P, E. (2001). The Educational Needs of Gifted Children (Unpublished Doctorate Dissertation). University of Warwick, United Kingdom.
  • Elmas, O. (2020). Students’ views on the subject area of "matter and its nature", enriched and accelerated by using the curriculum model of gifted education programs (Unpublished master's thesis) Uludağ University, Bursa.
  • Eripek, S. (Ed.). (1998). Within Special Training: Gifted and Talented Children. Eskişehir: Anadolu University Publications.
  • Ersoy, Ö., Avcı, N. (2001). Children with Special Needs and Their Education “Special Training”, Istanbul: Ya-pa Broadcast Marketing
  • Ford, D. (2000). A study of the effects of implementation of multiple intelligence techniques and integrated thematic instruction on seventh grade students (Doctoral Dissertation). School of Saint Louis University.
  • Galton, F. (1892). Hereditary Genius. This edition forms part of the online Galton archives at Address of access: http://galton.org/
  • Gardner, H. (1993). Multiple Intelligence: The Theory in Practice. New York: Basic Books.
  • İşkeller, A. (2008). The impact of teaching Turkish based on critical thinking skills on the achievement, critical thinking levels and behaviors of students with superior and normal intelligence levels (Unpublished Master's Thesis). Istanbul University.
  • Kanlı, E. (2008). The effect of problem-based learning in science and technology teaching on the achievement, creative thinking and motivation levels of students with superior and normal intelligence levels (Master's thesis). Istanbul University.
  • Kaplan, S. (2005). Layering differentiated curricula for the gifted and talented. Methods and materials for teaching the gifted.
  • Karakurt, B. (2009). Attitude of the teacher towards Gifted and Talented Students in Classroom Management. Ankara: Anı publishing.
  • Karasar, N. (2009). Scientific Method of Research. Ankara: Nobel Publishing.
  • Kieffer, C. (1996). High school seniors: Constructing meaning in an arts-integrated, thematic and collaborative learning milieu (Unpublished Doctoral Dissertation). National-Louis University. Access adreess: http://www.lib.umi.com/dissertations.
  • Kılıç, M. (2019). The influence of the activities with original material on the critical reading abilities of gifted and intelligent students (Unpublished master's thesis). Yıldız Technical University, Istanbul.
  • Kulik, C. and Kulik A. (1982). Effects of Ability Grouping on Secondary School Students: A Meta-Analysis of Evaluation Findings. American Educational Research Journal, 19(3), 415-428.
  • Levent, F. (2011). Analyzing Views and Policies Regarding the Education of Gifted Students (Unpublished Doctoral Dissertation). Marmara University, Institute of Education Sciences, Istanbul.
  • Lewin, R. (1995). Perspectives from England on using integrated curriculum: A thematic approach to social studies (Unpublished Doctoral Dissertation). University of Kansas. Access adreess: http://www.lib.umi.com/dissertations.
  • Lincoln, Y and Norman, D. (1994). The fifth moment. Handbook of qualitative research.
  • Maker, Carol June, Shirley Schiever. 2005. Benjamin Bloom and David Krathwohl: The cognitive and affective taxonomies. Teaching Models in Education of The Gifted. Arizona: International Publisher Inc.
  • McCullar, C, K. (1998). Integrated curriculum: An approach to collegiate preservice teacher training using the fine arts in the elementary classroom (Doctoral Dissertation). Texas Tech University.
  • MEGEP. (2007). Child Development and Education Gifted and Special Talented Children. Ministry of National Education, Ankara. Access adreess: http://cygm.meb.gov.tr/modulerprogramlar/kursprogramlari/cocukgelisim/moduller/ustunzekaveozelyetenekliler.pdf
  • MEGEP. (2007). Child Development and Education Gifted and Talented Children. National Education Ministry Publications, Ankara.
  • Mertol, H., (2014). Views and Practices of Teachers Teaching Social Studies to Gifted Children in Turkey and USA (Doctoral Dissertation), Atatürk University Institute of Education Sciences, Erzurum.
  • Miller, N. (1941). I. The frustration-aggression hypothesis. Psychological review.48(4), 337.
  • Özgüven, İ. (2011). Psychological Tests. Ankara: Pdrem Publications.
  • Özyaprak, M., (2012) The Impact of Differentiated Mathematics Teaching for Gifted and Talented Students on Achievement, Attitude and Creativity (Doctoral Dissertation). Istanbul University Institute of Social Sciences, Istanbul.
  • Sak, U. (2012). Gifted People: Characteristics, Identification, Education. Ankara: Visa Press Publishing.
  • Sayı, A. (2013). The Impact of Differentiated Foreign Language Teaching on Achievement, Critical Thinking and Creativity in Gifted and Talented Students (Unpublished Doctoral Dissertation). Istanbul University.
  • Sönmez, V. and Alacapınar, F. (2014). Exemplified Scientific Research Methods. Anı Publishing.
  • Staum, M. (2011). Nature and Nurture in French Social Sciences, 1859–1914 and Beyond. McGill-Queen's Press.
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research, and Evaluation,7,1, 17.
  • Sternberg, R. (2005). Dr. Jekyll Meets Mr. Hyde: Two Faces of Research on Intelligence and Cognition. Intelligence and Cognition Chapter 6 Retrieved.
  • Tican, S. (1996). A pilot study on the effect of air conservation unit integrated into 8 grade junior high school science curriculum (Unpublished Master's Thesis). Middle East Technical University, Ankara.
  • Van Tassel-Baska J. (2003). Curriculum planning and instructional design for gifted learners, Denver, CO: Love Publication.
  • VanTassel-Baska, J., Elissa, B. (2007). Toward Best Practice: An Analysis of the Efficacy of Curriculum Models in Gifted Education. Gifted Child Quarterly,51,342.
  • VanTassel-Baska, J. Stambaugh, T. (2006). Comprehensive curriculum for gifted learners (3. Bs.). USA: Pearson Education Inc.
  • Yıldırım, A, and Şimşek H. (2006). Qualitative research methods within social sciences. Ankara: Seçkin Publications.
Toplam 51 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Article
Yazarlar

Hüseyin Ateş 0000-0003-4819-1507

Şahin Oruç 0000-0001-8666-3654

Yayımlanma Tarihi 26 Mayıs 2021
Kabul Tarihi 25 Mayıs 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 4 Sayı: 1

Kaynak Göster

APA Ateş, H., & Oruç, Ş. (2021). An Enriched Program Proposal in Teaching Social Studies for Gifted Children. Journal of Social Sciences And Education, 4(1), 208-245. https://doi.org/10.53047/josse.927835