Teachers' and Gifted Students' Views Regarding the Implementation of the DSC in the COVID-19 Distance Education Process

Autor/inn/en	Ceylan, Özge; Umdu Topsakal, Ünsal
Titel	Teachers' and Gifted Students' Views Regarding the Implementation of the DSC in the COVID-19 Distance Education Process
Quelle	In: Elementary School Forum (Mimbar Sekolah Dasar), 8 (2021) 2, S.114-131 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2355-5343
Schlagwörter	Teacher Attitudes; Secondary School Science; Science Teachers; Academically Gifted; Grade 7; Preadolescents; Student Attitudes; Individualized Instruction; Instructional Effectiveness; Distance Education; Electronic Learning; COVID-19; Pandemics; Curriculum Implementation; Barriers; Foreign Countries; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Lehrerverhalten; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 07; 7. Schuljahr; Schuljahr 07; Pre-adolescence; Präadoleszenz; Schülerverhalten; Individualisierender Unterricht; Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Ausland
Abstract	Teachers and students had to use distance education environments due to the COVID-19 pandemic that suddenly emerged globally. This research aims at obtaining the views of gifted students who took the differentiated science curriculum (DSC) and teachers who conducted the DSC on the distance education process. The research was designed as a case study. Twelve seventh-grade gifted students (aged 11-12), a researcher teacher, and an observer teacher participated in the research. Student diaries, teacher diaries, and online focus group interviews were used to collect data, which were then analyzed with thematic analysis. It was observed that the students had parallel expectations and goals to the DSC at the beginning of the process. Moreover, they had positive and negative views on the distance education process. The students stated that they achieved their DSC goals at the end of the process and generally had positive experiences. On the other hand, the teachers drew attention to the problems arising from the educational environment, students, and curriculum in the distance education process. These problems were like communication, technical issues, lack of motivation, and timing. At the end of the process, the teachers suggested solutions to the problems. [The page rage (114-132) on the .pdf is incorrect. The correct page rage is p114-131.] (As Provided).
Anmerkungen	Indonesia University of Education. Jl. Mayor Abdurachman No. 211, Sumedang, Jawa Barat, 45322, Indonesia. Web site: https://ejournal.upi.edu/index.php/mimbar/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01