Developing an Instructional Design for the Field of ICT and Software for Gifted and Talented Students

Abstract

This study aimed to develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process. During the development of the instructional design; the steps of Morrison, Ross and Kemp Instructional Design Model were followed. Embedded experimental design, one of the mixed-method research designs, was used in the modeling of the study. The participants consisted of students studying at the Science and Art Center (BILSEM) (experimental group: 13 girls and 12 boys, control group: 10 girls and 15 boys). While the instructional design developed by the researchers was applied to the gifted and talented students in the experimental group, the standard activities used in Information Technologies and Software Courses at BILSEM were applied to the gifted and talented students in the control group. "Computational Thinking Scale (CTS)", "Torrance Creative Thinking Test (TCTT-Figural)" and "Computer Programming Self-Efficacy Scale (CPSES)" were used to collect the data of the quantitative phase of the study. Qualitative data were gathered by using interview form, observation forms, and design thinking rubric. Two-Factor ANOVA Test, Bonferroni Adjustment Multiple Comparisons Test, and interaction graphs were used to analyze quantitative data while qualitative data were analyzed by content analysis. The quantitative results of the research showed that the instructional design was effective on students' computational thinking and creative thinking skills, but not on programming self-efficacy. Qualitative findings revealed that the instructional design helped the students learn the computational concepts, use computational applications, and develop computational-perspectives. Also, students improved their design thinking skills to a certain level and expressed that they enjoyed the design thinking process, learned the course content, and experienced some difficulties.

ÖZEL YETENEKLİ ÖĞRENCİLERİN DİJİTAL OKURYAZARLIK ve SİBERAYLAKLIK DÜZEYLERİ ARASINDAKİ İLİŞKİNİN İNCELENMESİ

“…In earlier research performed in SACs, it was discovered that gifted students had high levels of educational technology self-efficacy as well as information and technology literacy skills (Bayra, 2020;Nacaroğlu, 2020). Several educational process experiences that allow gifted students to adapt to new technologies, support their higher-order thinking, and empower them to use and generate with technology may have contributed to their digital literacy abilities (Avcu & Er, 2020a, 2020bAvcu, Ayverdi, Ülker & Karakış, 2020;Ayverdi & Öz;Avcu & Ayverdi, 2022;Avcu & Yaman, 2022;Bozok, Geniş & Avcu, 2020;Çevik, 2021;Del Siegle, 2023;Önal & Önal, 2021). Following the findings of recent research, it can be concluded that gifted students acquired digital literacy, which is a 21st-century skills, through the education they received in SACs (Nacaroğlu, 2020).…”

“…BİLSEM'lerde yürütülmüş olan önceki çalışmalarda, özel yetenekli öğrencilerin teknoloji ve tasarıma yönelik eğitim teknolojileri öz yeterlikleri ve bilgi ve teknoloji okuryazarlığı becerileri yüksek düzeyde bulunmuştur (Bayra, 2020;Nacaroğlu, 2020). Özel yetenekli öğrencilerin yeni teknolojilere uyum sağlamasına olanak tanıyan, üst düzey düşünmelerini destekleyen ve teknolojileri kullanıp teknolojiyle üretim yapmalarını sağlayan birçok öğretimsel süreci deneyimleri özel yetenekli öğrencilerin dijital okuryazarlık becerilerine katkı sağlamış olabilir (Avcu & Er, 2020a, 2020bAvcu, Ayverdi, Ülker & Karakış, 2020;Ayverdi & Öz;Avcu & Ayverdi, 2022;Avcu & Yaman, 2022;Bozok, Geniş & Avcu, 2020;Çevik ve diğerleri, 2021;Del Siegle, 2023;Önal & Önal, 2021). Güncel çalışmaların sonuçları doğrultusunda, özel yetenekli öğrencilerin 21. yüzyıl becerilerinden biri olan dijital okuryazarlık becerisini edinmesinde BİLSEM'lerde özel yetenekli öğrencilere yönelik verilen eğitimle başarıldığı yorumu yapılabilir (Nacaroğlu, 2020).…”

A Review of the Use of ICT Techniques for Teaching Gifted Students

“…Another instructional design developed by Avcu and Er (2020) was effective on the computational thinking and creative thinking skills of gifted students but not on their programming self-efficacy. The instruction also helped the students learn and practise the computational concepts and their applications and develop their perspectives about computational practices, their design thinking skills up to a certain level.…”

“…The instruction also helped the students learn and practise the computational concepts and their applications and develop their perspectives about computational practices, their design thinking skills up to a certain level. The students enjoyed the design thinking process, learned the course content but experienced some difficulties (Avcu & Er, 2020). The authors used the Instructional Design model of Morrison, Ross, Kemp, and Kalman (2010) for this work.…”

Research Status in Computational Thinking in STEM Education

“…Positive attitudes, academic achievements, and computational thinking skills with robotic-assisted science education 16 [41] develop an instructional design that focuses on programming teaching for gifted and talented students and to investigate its effects on the teaching process.…”