Examining the development of scientific process skills, questioning and scientific curiosity in 6-8 year old gifted students through inquiry-based science learning

Gizem Arıkan Güllü; Kemal Yürümezoğlu

Makale detayları

Examining the development of scientific process skills, questioning and scientific curiosity in 6-8 year old gifted students through inquiry-based science learning

Yazarlar:

Gizem Arıkan Güllü | Kemal Yürümezoğlu

Yayıncı:

Kocaeli University

Ana Başlıklar:

Fen Bilgisi Eğitimi | Özel Yetenekli Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.329-361

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349107

pISSN:

2636-8846

Anahtar kelimeler:

Özet:

 In this study, the development of scientific process skills, questioning skills, and scientific curiosity of gifted students were examined through a 9-week teaching program with inquiry-based innovative science activities. In the study, a mixed method was used in which quantitative and qualitative data collection methods were combined. In the quantitative part of the study, a one-group quasi-experimental design was used in the data collection process, and the resulting data were analyzed through SPSS 16.0 package data program. In the qualitative part of the study, data were collected through semi-structured interviews, audio recordings and student questionnaires, and the resulting data were analyzed by content analysis. The study group consisted of 10 voluntary students aged between 6-8 who were receiving education in the general talent area at a Science and Art Center in Izmir during the 2018-2019 academic year. Nine inquiry-based activities were prepared to determine the development of students scientific process skills, scientific inquiry and curiosity, with enriched content for gifted students. The Scientific Process Skills Scale was used to measure changes in students scientific process skills. The qualitative part of the research involved the Semi-Structured Interview Form before and after the activities to measure changes in scientific process skills and inquiry skills, the Student Questions Monitoring Form to monitor inquiry skills and scientific curiosity through questions asked before, during, and after each activity, and voice recordings to monitor changes in students questions during activities. The results showed that learning science through inquiry was significantly effective in developing scientific process skills, supported questioning skills, and enhanced scientific curiosity in gifted students. We recommend the widespread implementation of such enriched content activities, especially for gifted students whose ages range between 6 and 8.

 In this study, the development of scientific process skills, questioning skills, and scientific curiosity of gifted students were examined through a 9-week teaching program with inquiry-based innovative science activities. In the study, a mixed method was used in which quantitative and qualitative data collection methods were combined. In the quantitative part of the study, a one-group quasi-experimental design was used in the data collection process, and the resulting data were analyzed through SPSS 16.0 package data program. In the qualitative part of the study, data were collected through semi-structured interviews, audio recordings and student questionnaires, and the resulting data were analyzed by content analysis. The study group consisted of 10 voluntary students aged between 6-8 who were receiving education in the general talent area at a Science and Art Center in Izmir during the 2018-2019 academic year. Nine inquiry-based activities were prepared to determine the development of students scientific process skills, scientific inquiry and curiosity, with enriched content for gifted students. The Scientific Process Skills Scale was used to measure changes in students scientific process skills. The qualitative part of the research involved the Semi-Structured Interview Form before and after the activities to measure changes in scientific process skills and inquiry skills, the Student Questions Monitoring Form to monitor inquiry skills and scientific curiosity through questions asked before, during, and after each activity, and voice recordings to monitor changes in students questions during activities. The results showed that learning science through inquiry was significantly effective in developing scientific process skills, supported questioning skills, and enhanced scientific curiosity in gifted students. We recommend the widespread implementation of such enriched content activities, especially for gifted students whose ages range between 6 and 8.

 In this study, the development of scientific process skills, questioning skills, and scientific curiosity of gifted students were examined through a 9-week teaching program with inquiry-based innovative science activities. In the study, a mixed method was used in which quantitative and qualitative data collection methods were combined. In the quantitative part of the study, a one-group quasi-experimental design was used in the data collection process, and the resulting data were analyzed through SPSS 16.0 package data program. In the qualitative part of the study, data were collected through semi-structured interviews, audio recordings and student questionnaires, and the resulting data were analyzed by content analysis. The study group consisted of 10 voluntary students aged between 6-8 who were receiving education in the general talent area at a Science and Art Center in Izmir during the 2018-2019 academic year. Nine inquiry-based activities were prepared to determine the development of students scientific process skills, scientific inquiry and curiosity, with enriched content for gifted students. The Scientific Process Skills Scale was used to measure changes in students scientific process skills. The qualitative part of the research involved the Semi-Structured Interview Form before and after the activities to measure changes in scientific process skills and inquiry skills, the Student Questions Monitoring Form to monitor inquiry skills and scientific curiosity through questions asked before, during, and after each activity, and voice recordings to monitor changes in students questions during activities. The results showed that learning science through inquiry was significantly effective in developing scientific process skills, supported questioning skills, and enhanced scientific curiosity in gifted students. We recommend the widespread implementation of such enriched content activities, especially for gifted students whose ages range between 6 and 8.

 Bu araştırmada, sorgulama temelli yenilikçi bilim etkinlikleriyle hazırlanmış 9 haftalık bir öğretimle, özel yetenekli öğrencilerin bilimsel süreç becerileri, soru sorma becerileri ve bilimsel merakın gelişiminin incelenmesi amaçlanmıştır. Araştırmada nicel ve nitel veri toplama yöntemlerinin birlikte olduğu karma yöntem kullanılmıştır. Araştırmanın nicel kısmında verilerin toplanma sürecinde tek gruplu yarı deneysel desen kullanılmış, ortaya çıkan veriler SPSS 16.0 paket veri programı ile analiz edilmiştir. Araştırmanın nitel kısmında veriler yarı yapılandırılmış görüşme, ses kaydı ve öğrenci soruları formu ile toplanmış, ortaya çıkan veriler içerik analizi ile analiz edilmiştir. Araştırmanın çalışma grubunu 2018-2019 öğretim yılında İzmir ilinde bulunan bir Bilim ve Sanat Merkezinde genel yetenek alanında eğitim almakta olan, 6-8 yaş aralığındaki gönüllü 10 kişilik öğrenci oluşturmaktadır. Araştırmada, öğrencilerin bilimsel süreç becerileri, bilimsel sorgulama ve bilimsel meraklarındaki gelişimi saptamak amacıyla sorgulama temelli 9 adet etkinlik hazırlanmış ve bu etkinlikler özel yetenekli öğrencilere yönelik olarak içerik zenginleştirilerek uygulanmıştır. Araştırmada nicel veri toplama aracı olarak, öğrencilerin bilimsel süreç becerilerinin değişimini ölçmek amacıyla Bilimsel Süreç Becerileri Ölçeği kullanılmıştır. Araştırmanın nitel verileri kısmında ilk olarak, etkinlikler öncesinde ve sonunda hem bilimsel süreç becerilerindeki değişimi hem de soru sorma temelinde sorgulama becerilerinin gelişimini ölçmek amacıyla Yarı Yapılandırılmış Görüşme Formu; ikinci olarak her etkinlik öncesi, sırası ve sonrasında sorulan sorular üzerinden sorgulama becerilerinin gelişimi ve bilimsel meraklarının izlenmesi amacıyla Öğrenci Soruları İzleme Formu ve son olarak öğrencilerin etkinlik süresince sorularının değişimini izlemek amacıyla her etkinliğin uygulaması sırasında ses kayıtları alınmıştır. Araştırma sonunda elde edilen sonuçlarda, özel yetenekli öğrencilerle sorgulama yoluyla bilim öğrenmenin, bilimsel süreç becerilerinin gelişiminde anlamlı derecede etkili olduğu, soru sorma becerilerinin gelişimini ve bilimsel merak gelişimini desteklediği ortaya koyulmuştur. Bu kapsamda özellikle 6-8 yaş gurubu özel yetenekli öğrencilerde zenginleştirilmiş içerikle sorgulama yoluyla bilim öğrenmeye fırsat verecek etkinliklerin yaygınlaştırılarak uygulanmasını öneriyoruz.

Makale detayları

Examining the development of scientific process skills, questioning and scientific curiosity in 6-8 year old gifted students through inquiry-based science learning

Yazarlar:

Gizem Arıkan Güllü | Kemal Yürümezoğlu

Yayıncı:

Kocaeli University

Ana Başlıklar:

Fen Bilgisi Eğitimi | Özel Yetenekli Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.329-361

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349107

pISSN:

2636-8846

Gifted Student

Scientific Inquiry

Scientific Process Skills

Inquiry-Based Science Teaching

Scientific CuriosityÖzel Yetenekli Öğrenci

Bilimsel Sorgulama

Bilimsel Süreç Becerileri

Sorgulama Temelli Bilim Öğretimi

Bilimsel Merak

Sayı

Makale detayları

Yazarlar: Gizem Arıkan Güllü | Kemal Yürümezoğlu

Yayıncı: Kocaeli University

Ana Başlıklar: Fen Bilgisi Eğitimi | Özel Yetenekli Eğitimi

Dergi: Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.329-361

Belge Tipi: Makale

Yayın Tarihi: 5/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001349107

pISSN: 2636-8846

Sayı

Yazarlar:

Gizem Arıkan Güllü | Kemal Yürümezoğlu

Yayıncı:

Kocaeli University

Ana Başlıklar:

Fen Bilgisi Eğitimi | Özel Yetenekli Eğitimi

Dergi:

Kocaeli Üniversitesi Eğitim Dergisi Vol.8 Issue 1, pp.329-361

Belge Tipi:

Makale

Yayın Tarihi:

5/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001349107

pISSN:

2636-8846