Learning Approaches, Self-Regulation Skills, Learning Strategies of Gifted Students and Factors Affecting Their Learning Characteristics
Author :
Abstract
Deneysel-psikolojik olgu bilim yaklaşımının işe koşulduğu bu çalışmanın amacı; üstün yetenekli öğrencilerin öğrenme yaklaşımlarını, öz düzenleyici öğrenici becerilerini, öğrenme stratejilerini ve bu özelliklerin oluşmasında etkili olabilen faktörleri belirlemektir. Bu çalışmanın örneklemini 2017-2018 öğretim yılında Erzincan Bilim Sanat Merkezine devam eden ve gönüllü olarak çalışmaya katılmayı kabul eden 28 öğrenci oluşturmaktadır. Araştırmanın verileri araştırmacılar tarafından geliştirilmiş yarı yapılandırılmış görüşme formu ile toplanmıştır. Araştırma sonucunda üstün yetenekli öğrencilerin algılanan öğrenme görevinin özelliklerine göre derinlemesine, yüzeysel ve stratejik öğrenme yaklaşımlarının üçünü de kullandıkları görülmüştür. Öğrenme yaklaşımlarının oluşmasında etkili olan en önemli faktörlerden biri öğretmen olarak ifade edilmiştir. Ayrıca 28 öğrencinin tamamının öz-düzenleyici öğrenici özelliklerini sergiledikleri görülmüştür. Bu kapsamda öğrenciler; çalışma sürecine hedefler koyarak başladıklarını, hedef doğrultusunda ortam düzenlemesi yaptıklarını, bilgiyi araştırdıklarını ve yardım aldıklarını ifade etmişlerdir. Öğrenme sürecinde kullanılan öğrenme stratejilerine ilişkin olarak üstün yetenekli öğrenciler; daha çok altını çizme ve tekrar yapma gibi alt düzey öğrenme stratejilerini kullandıklarını baş harflerle düzenleme stratejisi, anahat oluşturma gibi üst düzey öğrenme stratejilerini daha az kullandıklarını ifade etmişlerdir.
Keywords
Abstract
The aim of this study, which employed an experimental-psychological phenomenology approach, is to identify learning approaches, self-regulating learner skills, learning strategies of gifted students and factors that can influence the formation of these characteristics. The sample of this study consists of 28 students who attended Erzincan Science Art Centre in 2017-2018 academic year and agreed to voluntarily participate in the study. The data of the study were collected by the semi-structured interview form developed by the researchers. As a result of the research, it was seen that gifted students use three of the deep, surface and strategic learning approaches according to the characteristics of the perceived learning task. One of the most important factors influencing the formation of learning approaches is given as the teacher. It was also found that all of 28 students displayed self-regulatory learning features. In this context, learners stated that they started the studying process by setting goals, arranged the environment in line with their goals, they searched for information, and received help. In relation to the learning strategies used in the learning process; gifted students emphasized that they used lower-level learning strategies such as underlining and repetation more and used upper level learning strategies such as an initial letters strategy and outline strategy less frequently.
Keywords
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