Science and Technology Education in Slovenian Compulsory Basic School: Possibilities for Gifted Education

Torkar, Gregor; Avsec, Stanislav; Čepič, Mojca; Savec, Vesna Ferk; Juriševič, Mojca

doi:10.1080/02783193.2018.1434710

Cited by 8 publications

(6 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Differentiation has emerged as a strategy applied by teachers who want to customize their teaching and adapt their lessons according to their own group of students or school environment. In this context, recent studies have generally differentiated according to student characteristics (McGee, 2018;Maeng & Bell, 2015;Yuen et al, 2018;Torkar, Avsec, Čepič, Ferk Savec & Juriševič, 2018) and in some cases in order to employ a new factor (technology) (Altıntaş & Özdemir, 2015;Maeng, 2017). The findings support the previous literature that there is more development in the applications in which differentiation is used in the gifted (Altıntaş & Özdemir, 2015;Çalıkoğlu & Kahveci, 2015).…”

Section: Differentiationsupporting

confidence: 68%

“…Farklılaştırma; öğretimini özelleştirmek isteyen, kendi öğrenci grubu veya okul ortamına göre derslerini adapte etmek isteyen öğretmenlerin başvurduğu bir strateji olarak kendini göstermiştir. Bu bağlamda bakıldığında son yıllarda yapılan çalışmalarda genellikle öğrenci özelliklerine göre (McGee, 2018;Maeng & Bell, 2015;Yuen, Chan, Chan, Fung, Cheung, Kwan & Leung 2018;Torkar, Avsec, Čepič, Savec & Juriševič, 2018), bazı durumlarda da yeni bir etkenin işe koşulması adına (teknoloji) farklılaştırma yapılmıştır (Altıntaş & Özdemir, 2015;Maeng, 2017). Üstün yeteneklilerde ise farklılaştırmanın kullanıldığı uygulamalarda gelişimin daha fazla olduğu yönünde bulgular daha önceki literatürü desteklemektedir (Altıntaş & Özdemir, 2015;Çalıkoğlu & Kahveci, 2015).…”

Section: Farklılaştırmaunclassified

See 1 more Smart Citation

Evaluating the effect of differentiated inquiry-based science lesson modules on gifted students' scientific process skills

Ülger

Çepni

2020

pegegog

View full text Add to dashboard Cite

The concept of “Global citizenship”, which has become more and more important, based on the students' multi-focused individual development, has brought to the fore based on 21st century skills and has required appropriate educational environments for gifted students. In this context, the development of differentiated inquiry-based science lesson modules for gifted students will fill the current gap as it is important for the literature. The aim of this study is to examine the impact of differentiated inquiry-based science lesson modules for gifted students on the students' scientific process skills (SPS). As a method, the nature of the study was directed us to mixed nested patterns and developed three modules that applied to 16 gifted students in Science and Art Centers. In the evaluation process, we used “Diet Cola SPS test” as quantitative data source for pre and posttests. Also, we used observations in the implementation process and SPS activity reports filled out by students as qualitative data sources. As a result of data analysis, we found that SPS improved significantly (t (14) = -5.06, p <.05). Accordingly, we have seen that this development in students is in basic and causal SPS, there is less development in experimental processes. We concluded that the gifted students needed more in depth and challenging activities in longer periods using modules like given in this study.

show abstract

Section: Differentiationsupporting

confidence: 68%

Section: Farklılaştırmaunclassified

Evaluating the effect of differentiated inquiry-based science lesson modules on gifted students' scientific process skills

Ülger

Çepni

2020

pegegog

View full text Add to dashboard Cite

show abstract

“…In determining the level of a mean score, a mean interpretation score for the 6-point scale survey, as Table 3, was developed. (Burnette, 2013;Torkar et al, 2018;Zorman et al, 2018). Teachers could select a day to run this programme as enrichment for gifted students.…”

Section: Music In Filmmentioning

confidence: 99%

‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

Ismail

Loo

Anuar

2021

JSSH

View full text Add to dashboard Cite

Music is not only an important subject in general education, but it particularly serves gifted students who face various psychological issues not encountered by their ‘normal’ peers. Nonetheless, it is found that not all schools are implementing proper music lessons due to the focus on STEM subjects. This paper provides an overview of developing music enrichment activities as an approach to meet gifted students’ needs. Differentiated instruction was used as the main approach to developing a comprehensive music enrichment activity, namely ‘Music in Film’, in which gifted students integrated music and computer skills in completing a given task. Furthermore, a research survey was conducted involving 36 gifted students. The MUSIC Inventory was used to measure their motivation and engagement towards the activity to measure the methods. Five domains—empowerment, usefulness, success, interest and caring—were measured on a 6-point Likert scale. Results revealed that all five domains were rated from moderate to high by the gifted students with a minimum 4.5 mean. Although it can be concluded that this enrichment activity is apt and effective for implementation in gifted education, future studies could look at participants with different backgrounds and demographics. It is hoped that this paper will contribute to designing more enrichment activities with a differentiated instruction approach as gifted students possess high potential in various talents that need to be nurtured.

show abstract

“…It is noted that children would not learn if they do not use befitting technology (Torkar et al 2018). Smart mobile devices have become a very popular medium for primary education (Zaranis 2016) as well as university education (Ojino and Mich 2018).…”

Section: Introductionmentioning

confidence: 99%

Adoption of mobile applications for teaching-learning process in rural girls’ schools in India: an empirical study

et al. 2020

View full text Add to dashboard Cite

The purpose of this study is to identify the factors that can impact the adoption of mobile apps for teaching-learning process focusing on the girls' school in rural India. The hypotheses were proposed and a conceptual model has been developed. There is a survey work conducted to collect the data from different respondents using a convenience sampling method. The model has been validated statistically through PLS-SEM analysis covering feedbacks of 271 effective respondents. The study highlights the impact of different antecedents of the behavioural intention of the students of using mobile applications for teaching-learning process. The results also show that among other issues, price value has insignificant influence on the intention of the girl students of the rural India. During survey feedbacks have been obtained from the 271 respondents, which is meagre compared to vastness of the population and school of rural India. Only few predictors have been considered leaving possibilities of inclusion of other boundary conditions to enhance the explanative power more than that has been achieved in the proposed model with the explanative power of 81%. The model has provided laudable inputs to the educational policy makers and technology enablers and administrators to understand the impact of the mobile applications on the rural girls' school of India and facilitate the development of m-learning. Very few studies been conducted to explore the impact of mobile applications on the school education of rural India especially focusing on the girls' schools.

show abstract

Science and Technology Education in Slovenian Compulsory Basic School: Possibilities for Gifted Education

Cited by 8 publications

References 15 publications

Evaluating the effect of differentiated inquiry-based science lesson modules on gifted students' scientific process skills

Evaluating the effect of differentiated inquiry-based science lesson modules on gifted students' scientific process skills

‘Music in Film’ for Gifted Students: The Effect of Differentiated Learning on Students’ Motivation

Adoption of mobile applications for teaching-learning process in rural girls’ schools in India: an empirical study

Contact Info

Product

Resources

About