Evaluating the Effect of Differentiated Inquiry-Based Science Lesson Modules on Gifted Students' Scientific Process Skills = Farklilastirilmis sorgulamaya dayali fen dersi modüllerinin üstün yetenekli ögrencilerin bilimsel süreç becerilerine etkisinin degerlendirilmesi

Autor/inn/en	Ülger, Bestami Bugra; Çepni, Salih
Titel	Evaluating the Effect of Differentiated Inquiry-Based Science Lesson Modules on Gifted Students' Scientific Process Skills = Farklilastirilmis sorgulamaya dayali fen dersi modüllerinin üstün yetenekli ögrencilerin bilimsel süreç becerilerine etkisinin degerlendirilmesi
Quelle	In: Pegem Journal of Education and Instruction, 10 (2020) 4, S.1289-1324 (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ülger, Bestami Bugra) ORCID (Çepni, Salih)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Active Learning; Inquiry; Science Instruction; Individualized Instruction; Instructional Effectiveness; Learning Modules; Science Process Skills; Skill Development; Academically Gifted; Middle School Students; Grade 6; Preadolescents; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Individualisierender Unterricht; Unterrichtserfolg; Learning module; Lernmodul; Kompetenzentwicklung; Qualifikationsentwicklung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Pre-adolescence; Präadoleszenz; Ausland; Türkei
Abstract	The concept of "Global citizenship", which has become more and more important, based on the students' multi-focused individual development, has brought to the fore based on 21st century skills and has required appropriate educational environments for gifted students. In this context, the development of differentiated inquiry-based science lesson modules for gifted students will fill the current gap as it is important for the literature. The aim of this study is to examine the impact of differentiated inquiry-based science lesson modules for gifted students on the students' scientific process skills (SPS). As a method, the nature of the study was directed us to mixed nested patterns and developed three modules that applied to 16 gifted students in Science and Art Centers. In the evaluation process, we used "Diet Cola SPS test" as quantitative data source for pre and posttests. Also, we used observations in the implementation process and SPS activity reports filled out by students as qualitative data sources. As a result of data analysis, we found that SPS improved significantly (t(14)=-5.06, p<0.05). Accordingly, we have seen that this development in students is in basic and causal SPS, there is less development in experimental processes. We concluded that the gifted students needed more in depth and challenging activities in longer periods using modules like given in this study. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01