Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted

Abstract

In this study, it was aimed to examine the effect of the support education program applied to gifted primary school students Science and Art Centers on the motivation and attitudes of mathematics, science, social studies and Turkish lessons. In the study, pre-post test experimental design without control group was used. 17 gifted primary school 4th grade students studying at a Science and Art Center in the Eastern Black Sea Region (in the support education program) were included in the study with convenient case sampling. Motivation and attitude scales developed by different researchers for mathematics, science, social studies and Turkish lessons were used to collect the data obtained within the scope of the study. The data were analyzed with a statistical program. In the result of study, it was concluded that the support education program did not cause significant difference in the motivation and attitudes of the students the Turkish lesson. It was found that support education program didn’t show significant difference in students' motivation in social studies and mathematics lessons, but showed a significant difference in their attitudes. In addition, it was concluded that support education program had significant difference the motivation the students the science lesson, but there was no significant difference in their attitudes towards the lesson.

Bilim Sanat Merkezlerine Devam Eden İlkokul Öğrencilerinin Mühendislik Bilgi Düzeyleri ve STEM Tutumları Arasındaki İlişkinin İncelemesi

“…Literatürde üstün yetenekli öğrenciler ve Bilim ve Sanat Merkezlerinde verilen eğitimler üzerine sınırlı araştırma bulunmaktadır. Bilim ve Sanat Merkezlerinde üstün yetenekli ilkokul öğrencilerine uygulanan destek eğitimi programlarının, özellikle matematik ve fen derslerine yönelik motivasyon, tutum üzerinde önemli bir etkiye sahip olduğu görülmektedir (Yurtbakan ve Batmaz, 2023). Özellikle mühendislik tasarım süreci odaklı STEM (Fen, Teknoloji, Mühendislik ve Matematik Eğitimi) etkinliklerinin müfredata entegre edildiği araştırmalarda öğrencilerin tutum ve algılarında olumlu değişiklikler gözlenmiştir (Listman ve Kapilai 2016).…”