The use of higher order thinking skills is necessary for the education of gifted and talented students in order to ensure that these students, who have development potential compared to their peers, use their capacities at maximum level. This study aims to present gifted and talented students' reflective thinking skills, one of the higher order thinking skills, in visual arts education. The study examines reflective thinking skills of gifted and talented students in a literature-assisted visual arts activity. The study adopts a qualitative approach and quasi-experimental design. The sample of the study consists of 12 students receiving education in the third grade. According to findings of the present study which uses teacher and student interview forms as data collection tools, the study concludes that students have demonstrated reflective thinking skills in the aspects of questioning, reasoning, and evaluation during the activity.
In this study, a lesson model created and applied by the researcher for the distance teaching of the Art Education Basic Design course, which is one of the practice-based courses among higher education courses, is presented. It is aimed to evaluate the results of this proposed lesson model. The case study design was used in the study, which used the qualitative research method. The study group of the research consists of five experts and 16 students who took the Basic Design I-II courses by the lesson model developed within the scope of distance education in the 2020-2021 academic year. The opinions of five field experts who had previously conducted the Basic Design course were taken regarding the lesson model proposed in the research. In addition, the opinions of students who took the Basic Design course through distance education in the proposed model were taken. According to the findings obtained in the research, it is seen that participation of students in the course was high and there was often competition among students. The fact that the lesson model consists of two parts; the evaluation and the subject of the week, meets the course outcomes and the expectations of the students from the course. In the lesson model, regular follow-up of student works was found useful in terms of monitoring the development of the applied work done by the students and making self- and peer-assessments in the study. On the other hand, there are also negative aspects of the proposed course model such as lack of individual application and course connection problems. The study is important because the student participation in the Basic Design course taught online, the students being active in the lessons and ensuring the course gains provide a positive view towards the distance teaching of an applied course.
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