Research Article
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The Effect of a Differentiated Problem-Based Science Program on Gifted Students' Cooperative Working Skills and Problem-solving Skills

Year 2023, Volume: 24 Issue: 1, 117 - 136, 01.03.2023

Özge Ceylan Ünsal Umdu Topsakal

https://doi.org/10.21565/ozelegitimdergisi.956943

Abstract

Introduction: Effectively solving complex and challenging problems in all areas of modern life and cooperating in this process have come to the fore in recent years. This study aimed to develop gifted middle-school students’ problem-solving and cooperative working skills through a differentiated science program based on problem-solving.
Method: The study was designed as an action research study. The participants were 12 seventh-grade (11-12 years old) gifted students and a researcher who was also a teacher. The researchers prepared the problem-based differentiated science teaching module and applied it to the participants for 14 weeks. Qualitative and quantitative data collection tools were used in the study. The Problem-solving Skills Questionnaire and student diaries were used to reveal the development of problem-solving. The Cooperative Process Scale and student diaries were used to reveal development of cooperative working skills. Descriptive statistics and Wilcoxon Signed Rank Test were used to analyze quantitative data, and thematic analysis was used to analyze qualitative data.
Findings: The qualitative and quantitative findings of the study showed that the problem-based differentiated science teaching module improved the gifted students’ cooperative working and problem-solving skills.
Discussion: This study suggests that the differentiated science program was effective in the development of the gifted students’ cooperative working and problem-solving skills. Studies in the literature support this result. In future studies, it is recommended that differentiated programs be prepared with different subject contents and that their effectiveness be investigated.

Keywords

Gifted students cooperative working skills problem-solving skills science education program differentiation

References

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Probleme Dayalı Farklılaştırılmış Fen Öğretim Programının Özel Yetenekli Öğrencilerin İşbirlikli Çalışma Becerilerine ve Problem Çözme Becerilerine Etkisi

Year 2023, Volume: 24 Issue: 1, 117 - 136, 01.03.2023

Özge Ceylan Ünsal Umdu Topsakal

https://doi.org/10.21565/ozelegitimdergisi.956943

Abstract

Giriş: Modern yaşamın her alanında karmaşık ve zorlayıcı problemleri etkili şekilde çözmek ve bu süreçte işbirliği yapmak son yıllarda ön plana çıkmıştır. Bu çalışmanın amacı problem çözmeye dayalı farklılaştırılmış fen programı aracılığıyla özel yetenekli ortaokul öğrencilerinin problem çözme ve işbirlikli çalışma becerilerini geliştirmektir.
Yöntem: Çalışmanın deseni eylem araştırmasıdır. Çalışmanın katılımcıları 12 özel yetenekli yedinci sınıf (11-12 yaş) öğrencileri ve araştırmacı öğretmendir. Probleme dayalı farklılaştırılmış fen öğretim modülü araştırmacılar tarafından hazırlanmıştır ve 14 hafta boyunca katılımcılara uygulanmıştır. Çalışmada nitel ve nicel veri toplama araçları kullanılmıştır. Problem çözme becerisindeki gelişimi ortaya koymak amacıyla Problem Çözme Becerisi Soru Formu ve öğrenci günlükleri kullanılmıştır. İşbirlikli çalışma becerisindeki gelişimi ortaya koymak amacıyla İşbirliği Süreci Ölçeği ve öğrenci günlüklerinden veri toplanmıştır. Nicel verilerin analizinde betimsel istatistik ve Wilcoxon İşaretli Sıralar Testi, nitel verilerin analizinde tematik analiz kullanılmıştır.
Bulgular: Araştırmanın nitel ve nicel bulguları, probleme dayalı farklılaştırılmış fen öğretim modülünün özel yetenekli öğrencilerin işbirlikli çalışma ve problem çözme becerilerini geliştirdiğini göstermiştir.
Tartışma: Yapılan bu araştırma ile farklılaştırılmış programların katılımcı öğrencilerin işbirlikli çalışma ve problem çözme becerilerinin gelişiminde etkili olduğu söylenebilir. Alanyazında bu sonucu destekleyen çalışmalar mevcuttur. Sonraki çalışmalarda farklı konu içeriklerinde farklılaştırılmış programlar hazırlanması ve etkililiğinin araştırılması önerilmektedir.

Keywords

Özel yetenekli öğrenciler işbirlikli çalışma becerisi problem çözme becerisi fen eğitimi program farklılaştırma

References

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  • Aka, E. G. (2012). Asitler ve bazlar konusunun öğretiminde kullanılan probleme dayalı öğrenme yönteminin farklı değişkenler üzerine etkisi ve yönteme ilişkin öğrenci görüşleri [The effect of problem-based learning method used for teaching acids and bases on different variables and students? views on the method] (Tez Numarası: 328875) [Doktora tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Argaw, A. S., Haile, B. B., Ayalew, B. T., & Kuma, S. G. (2017). The effect of problem based learning (PBL) instruction on students’ motivation and problem solving skills of physics. Eurasia Journal of Mathematics, Science and Technology Education, 13, 857–871. https://doi.org/10.12973/eurasia.2017.00647a
  • Assouline, S. G., Colangelo, N., Van Tassel-Baska, J., & Lupkowski-Shoplik, A. (2015). A nation empowered: Evidence trumps excuses holding back America’s brightest students. Iowa City: University of Iowa, The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
  • Barron, B. (2000). Achieving coordination in collaborative problem-solving groups. Journal of the Learning Sciences, 9(4), 403–436. https://doi.org/10.1207/S15327809JLS0904_2
  • Bay, E., & Çetin, B. (2012). İş birliği süreci ölçeği (İSÖ) geliştirilmesi [Development of cooperative learning process scale (CLPS)]. International Journal of Human Sciences. 9(1), 534-545.
  • Bland, L. C., Coxon, S., Chandler, K., & Van Tassel-Baska, J. (2010). Science in the city: Meeting the needs of urban gifted students with Project Clarion. Gifted Child Today, 33(4), 48–57. https://doi.org/10.1177/107621751003300412
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. Doi: 10.1191/1478088706qp063oa
  • Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
  • Bruner, J. (1962). The act of discovery. In J. S. Bruner (Ed.), On knowing: Essays for the left hand (pp. 81-96). Harvard University Press
  • Burns, D. E., Johnson, S. E., & Gable, R. K. (1998). Can we generalize about the learning style characteristics of high academic achievers? Roeper Review, 20(4), 276–281. http://doi.org/10.1080/02783199809553907
  • Center for Gifted Education (2007). No quick fix: Exploring human body systems (Grades 6-8) (2nd ed.). Kendal/Hunt Publishing.
  • Chan, D. W. (2001). Learning styles of gifted and nongifted secondary students in Hong Kong. Gifted Child Quarterly, 45(1), 35–44. http://doi.org/10.1177/001698620104500106
  • Çetinkaya, Ç. (2021). Çetinkaya, Ç. (2021). Project-based curriculum differentiation example of gifted students. Ankara University Faculty of Educational Sciences Journal of Special Education, 22(2), 419-438. https://doi.org/10.21565/ozelegitimdergisi.718625
  • Diezmann, C. M., & Watters, J. J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25(1), 7-31. https://doi.org/10.1177/016235320102500102
  • Fraenkel, J. R. & Wallen, N. E. (2003). How to design and evaluate research in education (5th ed.). McGraw-Hill.
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  • Gholami, M., Moghadam, P. K., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., & Pour, A. H. H. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16–21. https://doi.org/10.1016/j.nedt.2016.06.007
  • Graesser, A. C., Fiore, S. M., Greiff, S., Andrews-Todd, J., Foltz, P. W., & Hesse, F. W. (2018). Advancing the science of collaborative problem solving. Psychological Science in the Public Interest, 19(2), 59–92. https://doi.org/10.1177/1529100618808244
  • Greif, S., Holt, D., & Funke, J. (2013). Perspectives on problem solving in educational assessment: Analytical, interactive, and collaborative problem solving. The Journal of Problem Solving, 5, 71–91. http://dx.doi.org/10.7771/1932-6246.1153
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There are 76 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Özge Ceylan 0000-0003-3737-8579

Ünsal Umdu Topsakal 0000-0002-0565-7891

Publication Date March 1, 2023
Published in Issue Year 2023 Volume: 24 Issue: 1

Cite

APA Ceylan, Ö., & Umdu Topsakal, Ü. (2023). The Effect of a Differentiated Problem-Based Science Program on Gifted Students’ Cooperative Working Skills and Problem-solving Skills. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 24(1), 117-136. https://doi.org/10.21565/ozelegitimdergisi.956943

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