The Impact of STEAM-Based Pointillism Activities on The Conceptual Knowledge Levels and Artistic Perception of Gifted/Talented Students

Burcu Meral Tezeren; Kemal Yürümezoğlu

Makale detayları

The Impact of STEAM-Based Pointillism Activities on The Conceptual Knowledge Levels and Artistic Perception of Gifted/Talented Students

Yazarlar:

Burcu Meral Tezeren | Kemal Yürümezoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

STEM Eğitimi | Özel Yetenekli Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 60, pp.1671-1692

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321105

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 This research examines whether STEAM Science-Technology-Engineering-Art-Math based pointillism activities bring about changes in the conceptual knowledge levels and artistic perception of a total of 19 giftedtalented students aged 11-14. Designed with a qualitative research design, the study addresses the question: Do pointillism activities included in the STEAM-based integrated learning model create a change in the conceptual knowledge levels of giftedtalented students? by using an open-ended conceptual knowledge test. Additionally, it explores the question: Does the pointillism technique included in the STEAM-based integrated learning model create a change in the skill development of giftedtalented students? by collecting data through an observation form on artistic perception. The collected data were analyzed using descriptive content analysis. As a result, within the scope of the first sub-problem addressed in the study, it was observed that participants conceptual knowledge levels improved from a basic level by 17.67 to a good level by 55.81, with an average improvement of 38.14. For the second sub-problem, it was found that the artistic perception skills improved from a medium level by 44.44 to a good level by 71.27, with an average improvement of 26.83. Furthermore, when the students activity evaluation forms were examined, it was revealed that participants perceived an average improvement of 18.95, ranging from 3.16 to 22.11, in their skills by the end of the four relevant activities. In conclusion, it was observed that through the implementation of STEAM-based activities, students multidimensional artistic skills and conceptual knowledge levels improved to varying degrees, reaching a good level with balanced skills. In terms of knowledge and skills, we believe that this development and balance result from the integrative nature of this applied process. Additionally, when examining the development of skills throughout the entire process, it was revealed that artistic skills progressed more slowly compared to conceptual knowledge development. In this context, for more advanced conceptual knowledge and skill development, we recommend developing and implementing activities that integrate knowledge and the relevant artistic skill, repeated at regular intervals, and of sufficient duration.

 This research examines whether STEAM Science-Technology-Engineering-Art-Math based pointillism activities bring about changes in the conceptual knowledge levels and artistic perception of a total of 19 giftedtalented students aged 11-14. Designed with a qualitative research design, the study addresses the question: Do pointillism activities included in the STEAM-based integrated learning model create a change in the conceptual knowledge levels of giftedtalented students? by using an open-ended conceptual knowledge test. Additionally, it explores the question: Does the pointillism technique included in the STEAM-based integrated learning model create a change in the skill development of giftedtalented students? by collecting data through an observation form on artistic perception. The collected data were analyzed using descriptive content analysis. As a result, within the scope of the first sub-problem addressed in the study, it was observed that participants conceptual knowledge levels improved from a basic level by 17.67 to a good level by 55.81, with an average improvement of 38.14. For the second sub-problem, it was found that the artistic perception skills improved from a medium level by 44.44 to a good level by 71.27, with an average improvement of 26.83. Furthermore, when the students activity evaluation forms were examined, it was revealed that participants perceived an average improvement of 18.95, ranging from 3.16 to 22.11, in their skills by the end of the four relevant activities. In conclusion, it was observed that through the implementation of STEAM-based activities, students multidimensional artistic skills and conceptual knowledge levels improved to varying degrees, reaching a good level with balanced skills. In terms of knowledge and skills, we believe that this development and balance result from the integrative nature of this applied process. Additionally, when examining the development of skills throughout the entire process, it was revealed that artistic skills progressed more slowly compared to conceptual knowledge development. In this context, for more advanced conceptual knowledge and skill development, we recommend developing and implementing activities that integrate knowledge and the relevant artistic skill, repeated at regular intervals, and of sufficient duration.

 This research examines whether STEAM Science-Technology-Engineering-Art-Math based pointillism activities bring about changes in the conceptual knowledge levels and artistic perception of a total of 19 giftedtalented students aged 11-14. Designed with a qualitative research design, the study addresses the question: Do pointillism activities included in the STEAM-based integrated learning model create a change in the conceptual knowledge levels of giftedtalented students? by using an open-ended conceptual knowledge test. Additionally, it explores the question: Does the pointillism technique included in the STEAM-based integrated learning model create a change in the skill development of giftedtalented students? by collecting data through an observation form on artistic perception. The collected data were analyzed using descriptive content analysis. As a result, within the scope of the first sub-problem addressed in the study, it was observed that participants conceptual knowledge levels improved from a basic level by 17.67 to a good level by 55.81, with an average improvement of 38.14. For the second sub-problem, it was found that the artistic perception skills improved from a medium level by 44.44 to a good level by 71.27, with an average improvement of 26.83. Furthermore, when the students activity evaluation forms were examined, it was revealed that participants perceived an average improvement of 18.95, ranging from 3.16 to 22.11, in their skills by the end of the four relevant activities. In conclusion, it was observed that through the implementation of STEAM-based activities, students multidimensional artistic skills and conceptual knowledge levels improved to varying degrees, reaching a good level with balanced skills. In terms of knowledge and skills, we believe that this development and balance result from the integrative nature of this applied process. Additionally, when examining the development of skills throughout the entire process, it was revealed that artistic skills progressed more slowly compared to conceptual knowledge development. In this context, for more advanced conceptual knowledge and skill development, we recommend developing and implementing activities that integrate knowledge and the relevant artistic skill, repeated at regular intervals, and of sufficient duration.

 Bu araştırmada STEAM Fen bilimleri-Teknoloji-Mühendislik-Sanat-Matematik temelli puantilizm etkinliklerinin, 11-14 yaş arasındaki toplam 19 üstünözel yetenekli öğrencinin kavramsal bilgi düzeylerinde ve sanatsal görme biçimlerinde değişim oluşturup oluşturmadığı incelenmiştir. Nitel araştırma deseni ile kurgulanan çalışmada, STEAM temelli bütünleşik öğrenme modelinde yer alan puantilizm etkinlikleri, üstünözel yetenekli öğrencilerin kavramsal bilgi düzeylerinde bir değişim oluşturur mu?, sorusu için açık uçlu sorulardan oluşan kavramsal bilgi testi; STEAM temelli bütünleşik öğrenme modelinde yer alan puantilizm tekniği, üstünözel yetenekli öğrencilerin beceri gelişimlerinde bir değişim oluştur mu?, sorusu için sanatsal görme biçimi gözlem form kullanılarak veriler toplanmış; veriler betimleyici içerik analiziyle analiz edilmiştir. Sonuç olarak, çalışmada ele alınan birinci alt problem kapsamında, katılımcıların kavramsal bilgi düzeylerinin temel düzeyden 17,67 iyi düzeye 55,81 doğru, ortalama 38,14 oranında; ikinci alt problem kapsamındaki sanatsal görme biçimi becerilerinin ise orta düzeyden 44,44 iyi düzeye 71,27 doğru, ortalama 26,83 oranında geliştiği görülmüştür. Bunun yanında, öğrencilerin etkinlik değerlendirme formları incelendiğinde, katılımcı öğrencilerin ilgili dört etkinliğin sonunda becerilerinde  3,16den 22,11 oranına doğru ortalama 18,95 oranında bir gelişme algıladıkları ortaya konulmuştur. Sonuç olarak, STEAM temelli etkinliklerle uygulama sonucunda, öğrencilerin çok yönlü sanatsal beceri ve kavramsal bilgi düzeylerinin farklı oranlarda geliştiği ve becerilerin dengelenerek iyi düzeye ulaştığı görülmüştür. Bilgi ve beceri bağlamında bu gelişim ve dengelenmenin, bütünleşik olarak kurgulanan bu uygulama sürecinden kaynaklandığını düşünüyoruz. Bunun yanında tüm süreçte becerilerin gelişimini incelediğimizde, sanatsal becerilerin kavramsal bilgi gelişimine göre daha yavaş geliştiği ortaya koyulmuştur. Bu kapsamda daha ileri düzeyde kavramsal bilgi ve beceri gelişimi için, bilgi ve ilgili sanatsal beceriyi bütünleştiren, düzenli aralıklarla gelişerek tekrarlanan, yeterince uzun süreli etkinliklerin geliştirilmesi ve uygulamaya koyulmasını önermekteyiz.

Makale detayları

The Impact of STEAM-Based Pointillism Activities on The Conceptual Knowledge Levels and Artistic Perception of Gifted/Talented Students

Yazarlar:

Burcu Meral Tezeren | Kemal Yürümezoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

STEM Eğitimi | Özel Yetenekli Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 60, pp.1671-1692

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321105

pISSN:

2602-2850

Gifted education

STEAM integrated education

Pointillism technique

Artistic developmentÜstün yetenekliler eğitimi

STEAM bütünleşik eğitim modeli

Puantilizm tekniği

Sanatsal gelişim.

Sayı

Makale detayları

Yazarlar: Burcu Meral Tezeren | Kemal Yürümezoğlu

Yayıncı: Dokuz Eylul University

Ana Başlıklar: STEM Eğitimi | Özel Yetenekli Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 60, pp.1671-1692

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001321105

pISSN: 2602-2850

Sayı

Yazarlar:

Burcu Meral Tezeren | Kemal Yürümezoğlu

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

STEM Eğitimi | Özel Yetenekli Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 60, pp.1671-1692

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321105

pISSN:

2602-2850