Supporti̇ng the Wri̇ti̇ng Ski̇lls of Pri̇mary School Thi̇rd Grade Gi̇fted Students Wi̇th Acti̇vi̇ty-Based Di̇gi̇tal Storytelli̇ng: Acti̇on Research

Abstract

The aim of this research is to find out how activity-based digital storytelling affects the writing and digital storytelling-making skills of gifted students. In this research, which is designed as an action research, the researcher was the practitioner and also the conductor of the research. The research was conducted in the first semester of the 2018-2019 academic year in the Science and Art Center, where talented students were studying. The study group consists of 7 gifted third-grade students who continue the support education program. The implementation of the action plan took 10 weeks. The data were collected by Student Information Form, 6 + 1 Analytical Writing and Evaluation Scale, Digital Storytelling Evaluation Rubric, interview forms, researcher and student diary. According to the results of the study, the action plan applied improved the writing skills of the students. It was observed that the writing skills of the students improved according to the scores of the students during the pre-evaluation and final evaluation and application process. It was seen that the digital story formation skills of the students improved during the pre-evaluation and final evaluation and application process. According to the opinions of the students, it was determined that with the activity-based digital storytelling activities, the students learned how to write the text types, they liked writing and they found the studies entertaining and these studies improved their writing skills. In addition, it was that writing activities make writing easier, develop imagination, and digital storytelling studies also helped to see and correct errors in writing, and to write more attentive and carefully. In this study, in which action research was used, as the results are not generalized, the activity-based digital storytelling studies can be applied with different methods and the results can be investigated. Additionally, application oriented research can be increased to improve the writing skills of gifted students.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0567/a.php" alt="Hit counter" /></p>

Türkiye'de Yazma Müdahalelerinin Etkililiğini İnceleyen Lisansüstü Tezlere Yönelik Bir İçerik Analizi

“…Approach/strategy/method/technique f Research Creative writing 19 [3], [5], [13], [21], [23], [41], [44], [48], [49], [59], [71], [80], [85], [89], [109], [113], [137], [155], [157] Creative writing strategies/techniques/activities 16 [3], [5], [13], [21], [23], [44], [59], [71], [80], [85], [89], [109], [113], [137], [155], [ [8], [18], [38], [40], [51], [52], [58], [63], [74], [97], [100], [101], [110], [136], [142],…”

Effect of Poems Read with Fluent Reading Strategies on Reading Comprehension Skills of Primary School Students With and Without Giftedness

“…Research on reading in gifted students (Orhan Karsak 2014; Okur and Özsoy 2017; Ünal 2019) is mainly limited to issues such as reading habits, reading interests, and reading motivation of these students. It is also seen that research on the development of reading comprehension and writing skills of gifted students (Sağlam et al, 2020;Tetik, 2020) has been carried out.…”

Özel Yetenekli ve Tipik Gelişim Gösteren Öğrencilerin Öyküleyici Metinlerindeki Söz Varlıklarının İncelenmesi1

“…Alan yazın incelendiğinde özel yetenekli öğrencilerin yazma kaygısını (Özsoy, 2015;Sarıkaya ve Bulut, 2022), yazma gelişimini (Henshon, 2005), yazma eğilimlerini (Şengül, 2015; Ünal, 2019), yazma güçlüklerini (Yates vd., 1995), yazma ile ilişkilerini (Olthouse, 2014), yaratıcı yazma düzeylerini (Özdemir, 2010), yazma esnasında kullandıkları üstbilişsel stratejilerini (İnnalı ve Aydın, 2020) ve öyküleyici metin yazma becerilerini (Yaylacık, 2014) inceleyen farklı çalışmalar olduğu görülmektedir. Bununla beraber bu öğrencilerin yazma becerilerine farklılaştırılmış Türkçe öğretim etkinliklerinin (Akça-Üşenti, 2013), karma öğretim tasarımına dayalı yazma öğretiminin (Orhan-Karsak, 2014), koşut eğitim programı ile hazırlanmış Türkçe öğretim programının (İşlekeller-Bozca vd., 2018), zenginleştirilmiş yazma kursunun (Webb vd., 2016), farklılaştırma tekniği olarak proje tabanlı öğrenmenin (Ghazouani, 2014), öz-değerlendirmenin (DeMent, 2018, diyalog stratejilerinin (Radachy, 2015), öz düzenleyici strateji gelişim modelinin (Bi, 2020) ve etkinlik tabanlı dijital öykü anlatımının (Tetik & Aslan-Özer, 2022) etkisini inceleyen çeşitli araştırmalar da yer almaktadır.…”