Клиническая и специальная психология
2024. Том 13. № 3. С. 166–185
doi:10.17759/cpse.2024130308
ISSN: 2304-0394 (online)
Оценка эпистемологических убеждений одаренных учеников средней школы
Аннотация
В статье представлены результаты исследования, в котором изучен уровень выраженности эпистемологических убеждений одаренных детей в зависимости от демографических характеристик, таких как пол, возраст, класс, дошкольное образование и образовательный статус родителей. Выборку исследования составили 203 ученика Центра науки и искусства (провинция Кютахья, Турция). Исследование проводилось в течение 2021–2022 учебного года. Результаты. Не было выявлено различий в уровне эпистемологических убеждений учащихся в зависимости от их пола (р=0,464) и опыта дошкольного обучения в детском саду (р=0,069). Однако были выявлены статистически значимые различия, связанные с возрастом учеников, полом и образованием их родителей. Полученные данные показали, что учащиеся, чьи отцы являются выпускниками университетов, имеют более высокий средний балл по шкале эпистемологических убеждений. Была обнаружена значимая связь между уровнем образования отца и уровнем эпистемологических убеждений одаренных студентов. Развитие у одаренных учеников компетенций, отвечающих современным требованиям, включая современные эпистемологические убеждения, является важной социальной задачей.
Общая информация
Ключевые слова: академическая одаренность, дети с признаками интеллектуальной одаренности, образование, эпистемологические стили
Рубрика издания: Эмпирические исследования
Тип материала: научная статья
DOI: https://doi.org/10.17759/cpse.2024130308
Благодарности. Авторы благодарят участников исследования, руководство и персонал за сотрудничество.
Получена: 16.05.2024
Принята в печать:
Для цитаты: Угулу И., Киврак Э., Акчичек Э. Оценка эпистемологических убеждений одаренных учеников средней школы [Электронный ресурс] // Клиническая и специальная психология. 2024. Том 13. № 3. С. 166–185. DOI: 10.17759/cpse.2024130308
Литература
- Ackerman C.M. The essential elements of Dabrowski`s theory of positive disintegration and how they are connected. Roeper Review, Vol.31, no. 2, pp. 81–95. DOI: 10.1080/02783190902737657
- Akpinar D., Altun Yalçin S. Exploring the effect of STEM education on the motivations and epistemological beliefs related to science among talented and gifted students. Open Journal for Educational Research, 2021. Vol. 5, no. 2, pp. 317–332. DOI: 10.32591/coas.ojer.0502.14317y
- Ataman A. Üstün Zekâlı ve Üstün Özel Yetenekli Çocuklar [Superior gifted and gifted children]. In: M.R. Şirin., A. Kulaksızoğlu, A. Bilgili (Eds.). Turkish Conference on Talented Children: The book of selected articles. İstanbul: Çocuk Vakfı Yayınları, 2004. Pp.155–168.
- Bapoğlu S.S. Examining the effects of social skills training on the gifted and talented children's peer relations. Master's thesis. İstanbul, İstanbul University, 2010.
- Bilim ve Sanat Merkezleri Yönergesi [Science and Art Centers Directive]. MEB [Ministry of National Education]. Ankara, Türkiye, 2021.
- Bodur N.C., Tuysuz C., Ugulu I. Qualitative evaluation of the science curriculum applied in Science and Art Centers (SACs) for gifted students in Turkey within the framework of the CIPP approach. Journal of Advanced Academics, 2022. Vol. 33, no. 4, pp. 604–635. DOI: DOI: 10.1177%2F1932202X221119535
- Chan D.W. Learning styles of gifted and non gifted secondary students in Hong Kong. Gifted Child Quarterly, 2001. Vol. 45, no. 1, pp. 35–44.
- Clark B. Growing up the gifted. New Jersey: Merill Prentice Hall Press, 2002. 634 p.
- Conley A.M., PintrichR., Vekiri I., Harrison D. Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 2004. Vol. 29, no. 2, pp. 186–204. DOI: 10.1016/j.cedpsych.2004.01.004
- Creswell J.W., Clark V.L.P., Gutmann M.L., Hanson W.E. Advanced mixed methods research designs. In: A. Tashakkori, C. Teddlie (Eds.). Handbook of mixed methods in social and behavioral research. New York: Sage, 2003. Pp. 209–240.
- Davaslıgil Ü. Erken Çocuklukta Üstün Zekâlı Çocuklara Uygulanacak Farklılaştırılmış Eğitim Programı [A differentiated education program for gifted children in early childhood]. In: M.R. Şirin., A. Kulaksızoğlu, A. Bilgili (Eds.). Turkish Conference on Talented Children: The book of selected articles. İstanbul: Çocuk Vakfı Yayınları, 2004. P. 289.
- Davis G.A., Rimm S.B., Siegle D. Education of gifted and talented. 6th ed. Boston: Pearson, 2004. 576 p.
- Deryakulu D., Bikmaz F.H. The validity and reliability study of the scientific epistemological beliefs survey. Educational Science Practices, 2003. Vol. 2, no. 4, pp. 243–257. (In Turkish, abstr. in Engl.)
- Driver R.L., LeachM.R., Scott P. Young People’s Images of Science. Buckingham: Open University Press. 1996.
- Duell O.K., Schommer-Aikins M. Measures of people’s beliefs about knowledge and learning. Educational Psychology Review, 2001. Vol. 13, no. 4, pp. 419–449. DOI: 1023/A:1011969931594
- Erkol S., Ugulu I. Examining biology teachers candidates' scientific process skill levels and comparing these levels in terms of various variables. Procedia - Social and Behavioral Sciences, 2014. Vol. 116, pp. 4742–4747. DOI: 10.1016/j.sbspro.2014.01.1019
- Friend M. Students who are gifted and talented. In: Special Education. Contemporary perspectives for school professionals. 2nd ed. Boston: Pearson, 2008. Pp. 478–509.
- Güneş E., Bahçivan E. A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 2018. Vol. 118, pp. 96–106. DOI: 1016/j.compedu.2017.11.012
- Hofer B.K., Pintrich P.R. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 1997. Vol. 67, no. 1, pp. 88–140. DOI: 10.3102/00346543067001088
- Hofer B.K., Pintrich P.R. Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates, 2002. 442 p.
- Hollingworth L.S. Gifted children: Their nature and nurture. New York: Macmillan, 1926. 374 p.
- Ismail A.M., Abdel-Majeed U.M. Predicting gifted EFL students’ goal orientation, cognitive engagement, perceived linguistic competence, and achievement with epistemological beliefs. Proceedings of the Regional Scientific Conference on Giftedness, Jeddah, Kingdom of Saudi Arabia, 26–29 August 2006.
- Kanlı E. Üstün yetenekli öğrencilerin bilimsel yaratıcılık düzeyleri, cinsiyet ve bilimsel tutumları arasındaki ilişkilerin incelenmesi [Investigating the Relations between Scientific Creativity, Gender and Scientific Attitudes of Gifted Learners]. İlköğretim Online = Elementary Education Online, 2017. Vol. 16, no. 4, pp. 1792–1802. DOI: 10.17051/ilkonline.2017.342992 (In Turkish, abstr. in Engl.)
- Khan R.M.A., Iqbal N., Tasneem S. The Influence of parents educational level on secondary school students academic achievements in District Rajanpur. Journal of education and Practice, 2015. Vol. 6, no. 16, pp. 76–79.
- Koruoglu N., Ugulu I., Yorek N. Investigation of high school students’ environmental attitudes in terms of some demographic variables. Psychology, 2015. Vol. 6, 13, pp. 1608–1623. DOI: 10.4236/psych.2015.613158
- Koshy V. Teaching gifted children 4-7: A guide for teachers. London: David Fulton Publishers Ltd., 2002. 122
- Marland S.P. Education of the gifted and talented. Report to the Congress of the United States by the U.S. Commissioner of Education. Washington D.C.: ERIC Clearinghouse, 1971.
- McDaniel T.R. Mainstreaming the gifted: Historical perspectives on excellence and equity. Roeper Review, 2002. Vol. 24, no. 3, pp. 112–115. DOI: 1080/02783190209554144
- Muil W., Hussin, Mamat W.H.W. et al. The relationship between epistemological beliefs and metacognitive thinking of gifted and non-gifted students. Journal of American Science, 2013. Vol. 9, no. 10, pp. 313–319.
- Perry W.G. Forms of intellectual and ethical development in the college years. A scheme. New York: Holt, Rinehart and Winston, 1970. 256 p.
- Pomeroy D. Implications of teachers beliefs about the nature of science: Comparison of the beliefs of scientists, secondary scienceteachers, and elementary teachers. Science Education, 1993. Vol. 77, no. 3, pp. 261–278. DOI: 1002/sce.3730770302
- Renzulli J.S. The Three Ring Conception of giftedness: a developmental model for creative productivity. In: R.J. Sternberg, J.E. Davidson (Eds.). Conceptions of giftedness. New York: Cambridge University Press, 1986. 53–92.
- Renzulli J.S., Reis S.M. The schoolwide enrichment model: A comprehensive plan for educational excellence. Mansfield Center, CT: Creative Learning Press, 1985. 424 p.
- Sak U. A synthesis of research on psychological types of gifted adolescents. Journal of Secondary Gifted Education, 2004. Vol. 15, no. 2, pp. 70–79. DOI: 4219/jsge-2004-449
- Şan İ., ve Boran A.İ. Scientific attitude levels of gifted students (A Case from Malatya). Journal of Theoretical Educational Science, 2013. Vol. 6, no. 3, pp. 434–454. DOI: 5578/keg.5956
- Schommer M. Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 1990. Vol. 82, no. 3, pp. 498–504.
- Schommer M. An emerging conceptualization of epistemological beliefs and their role in learning. In: R. Garner, P.A. Alexander (Eds.). Beliefs about text and instruction with text Hillsdale, NJ: Erlbaum, 1994. Pp. 25–40.
- Schommer M., Dunnell P.A. A comparison of epistemological beliefs between gifted and non-gifted high school students. Roeper Review, 1994. Vol. 16, pp. 207–210. DOI: 1080/02783199409553575
- Solomon J., Scott L., Duveen J. Large-scale exploration of pupils’ understanding of the nature of science. Science Education, Vol. 80, no. 5, pp. 493–508. DOI: 10.1002/(sici)1098-237x(199609)80:5<493::aid-sce1>3.0.co;2-6
- Sternberg R.J., Zhang L. What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 1995. Vol. 39, no. 2, pp. 88–94. DOI: 10.1177/001698629503900205
- Tabachnick B.G., Fidell L.S. Using multivariate statistics. 6th ed.. Boston: Pearson, 2013. 983 p.
- Tannenbaum A.J. Gifted children: Psychological and educational perspectives. New York: Macmillan, 1983. 527 p.
- Tannenbaum A.J. Giftedness: A psychosocial approach. In: R.J. Sternberg, J.E. Davidson (Eds.). Conceptions of giftedness. New York: Cambridge University Press, 1986. Pp. 21–52.
- Terman L.M. Genetic studies of genius. Volume 1. Mental and physical traits of a thousand gifted children. Stanford: Stanford University Press, 1925. 100 p.
- Tsai C., Liu S. Developing a multi‐dimensional instrument for assessing students epistemological views toward science. International Journal of Science Education, 2005. Vol. 27, no. 13, pp. 1621–1638. DOI: 10.1080/09500690500206432
- Tuysuz C., Bodur N.C., Ugulu I. Tinkercad Circuits Platform-Based Learning Experiences of Gifted Students in the Emergency Distance Education Process. Journal of Advanced Academics, 2024. Vol. 35, no. 2, pp. 329–356. DOI: 10.1177/1932202X241230589
- Tuysuz C., Gurbuz M., Goncu A., Ugulu I. Prospective teachers’ attitudes towards the education of gifted/talented students. MIER Journal of Educational Studies Trends & Practices, 2023. Vol. 13, no. 2, pp. 275–298. DOI: 10.52634/mier/2023/v13/i2/2434
- Tuysuz, Yoruk A.M., Turkoguz S., Ugulu I. Factors affecting the fear levels of secondary school students during the COVID-19 pandemic. MIER Journal of Educational Studies Trends & Practices, 2022. Vol. 12, no. 1, pp. 1–18. DOI: 10.52634/mier/2022/v12/i1/2173
- Ucar F.M. Investigation of gifted students' epistemological beliefs, self-efficacy beliefs and use of metacognition. Journal for the Education of Gifted Young Scientists, Vol. 6, no. 3, pp. 1–10. DOI: 10.17478/JEGYS.2018.77
- Ugulu I. Determination of retention of students knowledge and the effect of conceptual understanding. Biotechnology & Biotechnological Equipment, 2009. Vol. 23 (sup1), pp. 14–18. DOI: 1080/13102818.2009.10818354
- Ugulu I. A quantitative investigation on recycling attitudes of gifted/talented students. Biotechnology & Biotechnological Equipment, 2015. Vol. 29 (Sup1), pp. 20–26. DOI: DOI: 10.1080/13102818.2015.1047168
- Ugulu I. Efficacy of recycling education integrated with ecology course prepared within the context of enrichment among gifted students. International Journal of Educational Sciences, 2019. Vol. 26, no. 1-3, pp. 49–58. DOI: 31901/24566322.2019/26.1-3.1086
- Ugulu I. Gifted students’ attitudes towards science. International Journal of Educational Sciences, 2020. Vol. 28, no. 1-3, pp. 7–14. DOI: 10.31901/24566322.2020/28.1-3.1088
- Ugulu I. Quantitative research on gifted students’ scientific epistemological beliefs. MIER Journal of Educational Studies Trends and Practices, 2021. Vol. 11, no. 2, pp. 252–268. DOI: 10.52634/mier/2021/v11/i2/1683
- Ugulu I., Aydin H. Research on students’ traditional knowledge about medicinal plants: Case study of high schools in Izmir, Turkey. Journal of Applied Pharmaceutical Science, 2011. Vol.1, no. 9, pp. 43–46.
- Ugulu I., Aydin H., Yorek N., Dogan Y. The impact of endemism concept on environmental attitudes of secondary school students. Natura Montenegrina, 2008. Vol. 7, no. 3, pp. 165–173.
- Yorek N., Sahin M., Ugulu I. Students' representations of the cell concept from 6 to 11 grades: Persistence of the “fried-egg model”. International Journal of Physical Sciences, 2010. Vol. 5, no. 1, pp. 15–24. DOI: 10.5897/IJPS.9000529
- Yorek N., Ugulu I., Sahin M., Dogan Y. A qualitative investigation of students’ understanding about ecosystem and its components. Natura Montenegrina, 2010. Vol. 9, no. 3, pp. 973–981.
- Zedan R.F. Parent involvement according to education level, socio-economic situation, and number of family members. The Journal of Educational Enquiry, 2011. Vol. 11, no. 1, pp. 13–28.
- Zeidner M. Don’t worry—be happy: The sad state of happiness research in gifted students, High Ability Studies, 2020. Vol. 32, no. 2, pp. 1–18. DOI: 10.1080/13598139.2020.1733392
Информация об авторах
Метрики
Просмотров
Всего: 33
В прошлом месяце: 19
В текущем месяце: 14
Скачиваний
Всего: 17
В прошлом месяце: 6
В текущем месяце: 11