Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

Autor/inn/en	Avcu, Yunus Emre; Er, Kemal Oguz
Titel	Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students
Quelle	In: International Journal of Educational Methodology, 6 (2020) 1, S.161-183 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Foreign Countries; Instructional Design; Information Technology; Computer Software; Academically Gifted; Computer Science Education; Programming; Experimental Groups; Control Groups; Creative Thinking; Creativity Tests; Computation; Self Efficacy; Elementary School Students; Middle School Students; Turkey; Torrance Tests of Creative Thinking + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Informationstechnologie; Computer science lessons; Informatikunterricht; Programmierung; Kreatives Denken; Creativity test; Kreativitätstest; Self-efficacy; Selbstwirksamkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Türkei
Abstract	This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. "Computational Thinking Scale (CTS)", "Torrance Creative Thinking Test (TCTT-Figural)" and "Computer Programming Self-Efficacy Scale (CPSES)" were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties. (As Provided).
Anmerkungen	Eurasian Society of Educational Research Association. Ataturk District 70.Str. No:15 Gaziantep, Turkey 27260. Tel: +90-342-2116792; Fax: +90-342-2116677; e-mail: editor@ijem.com; Web site: http://www.ijem.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01