ÖZETBu çalışmanın amacı üstün yetenekli ortaokul öğrencilerinin fen öğrenmede zihinsel risk alma davranışlarının cinsiyet ve sınıf düzeyi açısından incelenmesidir. Çalışmada 53 altıncı, yedinci ve sekizinci sınıf üstün yetenekli öğrenci yer almıştır. Çalışmada veri toplama aracı olarak, fen bilimleri başarı testi, zihinsel risk alma ölçeği ve bireysel bilgi formu kullanılmıştır. Araştırmadan elde edilen verilerin analizinde değişkenler arasındaki ilişkiyi belirlemek için Spearman Rho korelasyon katsayısı hesaplanmıştır, karşılaştırmalar için ise Kruskal Wallis testi ve Mann-Whitney U testi kullanılmıştır. Araştırmanın bulguları üstün yetenekli öğrencilerin fen öğrenmede zihinsel risk alma ile fen bilimleri başarısı arasında istatistiksel olarak anlamlı negatif bir ilişki olduğunu göstermiştir. Karşılaştırmalara ilişkin bulgular ise 8. sınıfların diğer sınıflardan istatistiksel olarak anlamlı bir şekilde daha düşük fen öğrenmede zihinsel risk alma davranışı düzeylerine sahip olduklarını göstermiştir. Fakat cinsiyet açısından gruplar arasında zihinsel risk alma düzeylerinde anlamlı bir farklılık gözlenmemiştir.
ABSTRACTThe purpose of this study is to examine intellectual risk taking levels of middle school gifted students in learning science in terms of gender and grade level. The study is consisted of 53 sixth, seventh and eighth grade gifted students. As data collection tools, science achievement test, intellectual risk taking scale and personal information form were used. Collected data were analyzed by Spearman Rho for associations, Kruskal Wallis Test and Mann-Whitney U tests for comparisons. The findings revealed that there was a statistically significant negative relationship between science achievement and intellectual risk taking levels of middle school gifted students. Findings about the comparisons showed that eight grade student had lower levels of intellectual risk taking than seventh and sixth grade students. But there was no significant difference in intellectual risk taking levels in terms of gender.
The purpose of this research was to examine relationship between the eighth-grade gifted students’ perceptions of science learning environment constructive learning environment perception (CLEP) and their motivations motivation to learn science (MLS) to learn science with their intellectual risk-taking (IRT) and science achievement (SA). For this purpose, the predictive research method was chosen. The sample consisted of 133 8th grade gifted students in Science and Art Centers in nine provinces of Turkey. The data collectioninstruments involved “IRT Scale,” “Motivational Strategies for Learning Questionnaire,” “Constructivist Learning Environment Scale,” and “SA Test.” In the research, path analysis was used to determine causal relationships between these variables. As a result of the analyzes, it was determined that CLEP predicted IRT and SA, MLS significantly predicted IRT in learning science and SA and IRT in learning science predicted SA. The findings were discussed by considering their importance for teaching and learning science in gifted education context.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.