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Üstün Zekâlı İlkokul Öğrencilerinin Mantıksal Muhakeme Becerilerinin İncelenmesi

Yıl 2022, Cilt: 9 Sayı: 1, 85 - 100, 22.02.2022

Ahmet Yıldız

https://doi.org/10.33907/turkjes.892597

Öz

Üstün zekâlı öğrenciler gelişmiş yaratıcı, analitik, eleştirel ve mantıksal düşünme becerilerine sahiptirler. Mantıksal düşünme, diğer düşünme becerilerinden farklıdır. Kendisi de bir üst düzey düşünme becerisi olan ve diğer üst düzey düşünme becerileri için de gereken mantıksal düşünme becerisi birçok araştırmanın da konusu olmuştur. Ancak özel yetenekli öğrencilerin mantıksal düşünme becerileri ile ilgili yeterince çalışma yapılmadığı görülmüştür. Bu çalışmada özel yetenekli ilkokul öğrencilerinin mantıksal düşünme düzeyleri analiz edilecektir. Araştırma, nicel araştırma yöntemlerinden betimsel tarama modeline göre tasarlanmıştır. Araştırmanın örneklemini üstün yetenekli öğrencilerin eğitim gördüğü bir merkezde bulunan 38 ilkokul öğrencisi oluşturmaktadır. Veri toplama aracı olarak “"Longeot Bilişsel Gelişim Testi" kullanılmıştır. Verilerin analizinde frekans ve yüzde dağılımları ile parametrik olmayan analiz yöntemleri kullanılmıştır. Üstün yetenekli ilkokul öğrencilerinden hiçbirinin testten tam puan almamıştır. Üstün yetenekli ilkokul öğrencilerinin hiçbiri soyut işlemler dönemine ait sorulardan tam puan alamazken sadece 3 öğrenci somut işlemeler dönemine ait sorulardan tam puan almıştır. Üstün yetenekli ilkokul öğrencilerinin 26'sının bilişsel gelişim düzeyi soyut işlemler aşamasında iken 12 öğrencinin bilişsel gelişimi somut işlem aşamasındadır. Üstün yetenekli ilkokul öğrencilerinin cinsiyet değişkenine göre somut ve soyut işlemler dönemlerine ait puan ortalamaları arasında istatistiksel olarak anlamlı bir fark yoktur. Kombinasyonel analiz problemleri ortalama puanlarında erkek öğrenciler lehine istatistiksel olarak anlamlı bir fark vardır.

Anahtar Kelimeler

Bilişsel gelişim Üstün zeka Üstün zekalı ilkokul öğrencisi Mantıksal düşünme

Kaynakça

  • Başerer, D. (2017). Logical reasoning as a kind of thinking. The Journal of Academic Social Science, 5(41), 433-442.
  • Battista, M. T. (1990). Spatial visualization and gender differences in high school geometry. Journal for Research in Mathematics Education, 21, 47-60.
  • Bektasli, B. (2006). The relationships between spatial ability, Logical reasoning, mathematics performance and kinematics graph ınterpretation skills of 12th grade physics students. Doctoral dissertation, The Ohio State Univesity.
  • Borland, J. H. (2009). Myth 2: The gifted constitute 3% to 5% of the population. Moreover, giftedness equals high IQ, which is a stable measure of aptitude: Spinal tap psycho- metrics in gifted education. Gifted Child Quarterly, 53(4), 236-238. https://doi.org/10.1177/0016986209346825
  • Bümen, N. T. (2010). Çoklu zeka: Eğitimde yeni yönelimler [Multiple intelligences: New directions in education]. Ankara: Pegem Akademi.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4nd ed.). Thousand Oaks, CA: Sage.
  • Demirtaş, Z. (2011). Relationship between high school students' scientific thinking abilities with gender and achievement. International Journal of Human Sciences, 8(1), 1460-1471.
  • Emiroğlu, İ. (2012). Klasik mantığa giriş [Introduction to classical logic]. Ankara: Elis Yayınları.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). New York: McGraw-Hill Education.
  • Hacıömeroğlu, E.S., & Hacıömeroğlu, G. (2018). Examining prospective teachers’ logical reasoning ability: The Longeot’s test of cognitive development. Turkish Journal of Computer and Mathematics Education, 9(3), 413-448.
  • Karakuyu, Y., & Tortop, H.S. (2009). Investigating the effects of thought experiments on students’ conceptual understanding and Logical reasoning ability. Abant İzzet Baysal University Journal of Social Sciences, 19, 42-58.
  • Kılıç, D., & Sağlam, N. (2009). Investigating students’ Logical reasoning abilities in terms of certain variables. Ege Journal of Education, 10(2), 23-38.
  • Kıncal, R. Y., & Yazgan, A. (2010). Investigating the formal operational thinking skills of 7th and 8th grade primary school students according to some variables. Elementary Education Online, 9(2), 723-733.
  • Lis, A., & Magro, T. (1993). Study of Longeot's test of formal operational thinking in a group of Italian adolescents. Perceptual and Motor Skills, 76(3), 739-752.
  • Maya A., Leonie K., & Margaret P. (2020). Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students. Gifted and Talented International, 35(1), 39-57, DOI: 10.1080/15332276.2020.1783398
  • McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry, MyEducationLab Series. Pearson.
  • MoNE (2009). Mantık dersi öğretim programı. http://mufredat.meb.gov.tr/Dosyalar/2019930144322531-Mant%C4%B1k%20Dersi%20%C3%96%C4%9Fretim%20Program%C4%B1.pdf
  • Morelock, M. J. (1996) On the nature of giftedness and talent: Imposing order on chaos. Roeper Review, 19(1), 4–12.
  • Özlem, D. (2012). Mantık [Logic]. İstanbul: Notos Kitap Yayınevi.
  • Plano-Clark, V.L., & Creswell, J. W. (2015). Understanding research: A consumer’s guide. Upper Saddle River, NJ: Pearson Education.
  • Pfeiffer, S. I. (2013). Lessons learned from working with high-ability students. Gifted Education International, 29 (1), 86-97. https://doi.org/10.1177/0261429412440653
  • Rawlinson, J. G. (1995). Yaratıcı düşünme ve beyin fırtınası [Creative thinking and brainstorming]. İstanbul: Rota Yayın.
  • Reis S. M., & Renzulli, J.S. (2010) Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308–317.
  • Renzulli, J. S. (2004). Introduction. In J. S. Renzulli (Ed.), Identification of students for gifted and talented programs (pp. 23-34). Corwin Press and the National Association for Gifted Children.
  • Rohaeti, E. E., Putra, H. D., & Primandhika, R. B. (2019). Mathematical understanding and reasoning abilities related to cognitive stage of senior high school students. In Journal of Physics: Conference Series, 1318(1), 12-99.
  • Rohaeti, E. E., Hindun, S., & Fitriani, N. (2019). Correlation of self-efficacy and mathematical critical thinking skills based on student’s cognitive stage. In Journal of Physics: Conference Series, 1315(1), 12-34.
  • Sak, U. (2011). Üstün yetenekliler eğitim programları [Gifted education programs]. Ankara: Maya Yayınları.
  • Santrock, J. W. (2011). Yaşam Boyu Gelişim (G. Yüksel, Çev. Ed.). Ankara: Nobel.
  • Senemoğlu, N. (2004). Gelişim, öğrenme ve öğretim [Development, learning and teaching]. Ankara: Gazi Kitabevi.
  • Sheehan, D. J. (1970). The effectiveness of concrete and formal instructional procedures with concrete- and formal-operational students (Unpublished doctoral dissertation). State University of New York, Albany.
  • Smith, S. (2017). Responding to the unique social and emotional learning needs of gifted Australian students. In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches (pp. 147-166). Springer Singapore. https://doi.org/ 10.1007/978-981-10-3394-0_8
  • Spelke, E. S., & Kinzler, K. D. (2009). Innateness, learning, and rationality. Child Development Perspectives, 3(2), 96-98. http://dx.doi.org/10.1111/j.1750- 8606.2009.00085.x
  • Sukarna, N., Sumarmo, U., & Kurniawan, R. (2020). The role of ınquiry approach and cognitive stage on student’s mathematical critical thinking ability and self regulated learning. Journal of Educational Experts, 3 (2), 74-86.
  • Sumarmo, U. (1987). Kemampuan pemahaman dan penalaran matematika siswa sma dikaitkan dengan kemampuan penalaran logik siswa dan beberapa unsur proses belajar-mengajar (Doctoral dissertation). Universitas Pendidikan Indonesia.
  • Sungur, S., & Tekkaya, C. (2003). Students’ achievement in human circulatory system unit: The effect of reasoning ability and gender. Journal of Science Education and Technology, 12(1), 59-64.
  • Tuna, A., Biber, A. Ç., & İncikapı, L. (2013). An analysis of mathematics teacher candidates’ Logical reasoning levels: Case of Turkey. Journal of Educational Instructional Studies in the World, 3(1), 83-91.
  • Turgut, M., Yenilmez, K., & Balbağ, Z., (2017). Prospective teachers’ logical and spatial thinking skills: the effects of department, gender and academic performance. Mehmet Akif Ersoy University Journal of Education Faculty, 1(41), 265-283.
  • Ward, C. R., Nurrenbern, S. C., & Herron, J. D. (1981). Evaluation of the longeot test of the cognitive development. Journal of Research in Science Teaching, 18(2), 123-130.
  • Yaman, S., & Karamustafaoğlu, S. (2006). Investigation of Logical reasoning skills and attitudes scale towards chemistry of prospective teachers. Erzincan Journal of Education Faculty, 8(1), 91-106.
  • Yenilmez, A., Sungur, S., & Tekkaya, C. (2005). Investigating students' Logical reasoning abilities: The effects of gender and grade level. Hacettepe University Journal of Education Faculty, 28, 219-225.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Zarotiadou, E., & Tsaparlis, G. (2000). Teaching lower-secondary chemistry with a Piagetian constructivist and an Ausbelian meaningful-receptive method: A longitudinal comparison. Chemistry Education: Research and Practice in Europe, 1(1), 37-50.

Examining Gifted Primary School Students’ Logical Reasoning Ability

Yıl 2022, Cilt: 9 Sayı: 1, 85 - 100, 22.02.2022

Ahmet Yıldız

https://doi.org/10.33907/turkjes.892597

Öz

Gifted students have advanced creative, analytical, critical, and logical reasoning skills. Logical reasoning is different from other thinking skills. The logical reasoning skill, which is also a high-level thinking skill and required for other high-level thinking skills, has also been the subject of many studies. However, it has been observed that there are not enough studies on the logical reasoning skills of gifted students. In this study, the logical reasoning levels of gifted primary school students will be analyzed. The research was designed according to the descriptive survey model, one of the quantitative research methods. The sample of the study consists of 38 primary school students in a center where gifted students are educated. The Longeot's Test of Cognitive Development was used as a data collection tool. Frequency and percentage distributions and non-parametric analysis methods were used in the analysis of the data. None of the gifted primary school students got full marks on the test. While none of the gifted primary school students could get full points from the questions belonging to the formal operational period, only 3 students got full points from the questions belonging to the concrete processing period. While the cognitive development level of 26 gifted primary school students is in the formal operational stage, the cognitive development of 12 students is in the concrete operational stage. According to the gender variable of gifted primary school students, there is no statistically significant difference between the mean scores of the concrete and formal operational periods. There is a statistically significant difference in favor of male students in the mean scores of combinatorial analysis problems.

Anahtar Kelimeler

Cognitive development Gifted student Logical reasoning Gifted elementary school student

Kaynakça

  • Başerer, D. (2017). Logical reasoning as a kind of thinking. The Journal of Academic Social Science, 5(41), 433-442.
  • Battista, M. T. (1990). Spatial visualization and gender differences in high school geometry. Journal for Research in Mathematics Education, 21, 47-60.
  • Bektasli, B. (2006). The relationships between spatial ability, Logical reasoning, mathematics performance and kinematics graph ınterpretation skills of 12th grade physics students. Doctoral dissertation, The Ohio State Univesity.
  • Borland, J. H. (2009). Myth 2: The gifted constitute 3% to 5% of the population. Moreover, giftedness equals high IQ, which is a stable measure of aptitude: Spinal tap psycho- metrics in gifted education. Gifted Child Quarterly, 53(4), 236-238. https://doi.org/10.1177/0016986209346825
  • Bümen, N. T. (2010). Çoklu zeka: Eğitimde yeni yönelimler [Multiple intelligences: New directions in education]. Ankara: Pegem Akademi.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4nd ed.). Thousand Oaks, CA: Sage.
  • Demirtaş, Z. (2011). Relationship between high school students' scientific thinking abilities with gender and achievement. International Journal of Human Sciences, 8(1), 1460-1471.
  • Emiroğlu, İ. (2012). Klasik mantığa giriş [Introduction to classical logic]. Ankara: Elis Yayınları.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2015). How to design and evaluate research in education (9th ed.). New York: McGraw-Hill Education.
  • Hacıömeroğlu, E.S., & Hacıömeroğlu, G. (2018). Examining prospective teachers’ logical reasoning ability: The Longeot’s test of cognitive development. Turkish Journal of Computer and Mathematics Education, 9(3), 413-448.
  • Karakuyu, Y., & Tortop, H.S. (2009). Investigating the effects of thought experiments on students’ conceptual understanding and Logical reasoning ability. Abant İzzet Baysal University Journal of Social Sciences, 19, 42-58.
  • Kılıç, D., & Sağlam, N. (2009). Investigating students’ Logical reasoning abilities in terms of certain variables. Ege Journal of Education, 10(2), 23-38.
  • Kıncal, R. Y., & Yazgan, A. (2010). Investigating the formal operational thinking skills of 7th and 8th grade primary school students according to some variables. Elementary Education Online, 9(2), 723-733.
  • Lis, A., & Magro, T. (1993). Study of Longeot's test of formal operational thinking in a group of Italian adolescents. Perceptual and Motor Skills, 76(3), 739-752.
  • Maya A., Leonie K., & Margaret P. (2020). Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students. Gifted and Talented International, 35(1), 39-57, DOI: 10.1080/15332276.2020.1783398
  • McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry, MyEducationLab Series. Pearson.
  • MoNE (2009). Mantık dersi öğretim programı. http://mufredat.meb.gov.tr/Dosyalar/2019930144322531-Mant%C4%B1k%20Dersi%20%C3%96%C4%9Fretim%20Program%C4%B1.pdf
  • Morelock, M. J. (1996) On the nature of giftedness and talent: Imposing order on chaos. Roeper Review, 19(1), 4–12.
  • Özlem, D. (2012). Mantık [Logic]. İstanbul: Notos Kitap Yayınevi.
  • Plano-Clark, V.L., & Creswell, J. W. (2015). Understanding research: A consumer’s guide. Upper Saddle River, NJ: Pearson Education.
  • Pfeiffer, S. I. (2013). Lessons learned from working with high-ability students. Gifted Education International, 29 (1), 86-97. https://doi.org/10.1177/0261429412440653
  • Rawlinson, J. G. (1995). Yaratıcı düşünme ve beyin fırtınası [Creative thinking and brainstorming]. İstanbul: Rota Yayın.
  • Reis S. M., & Renzulli, J.S. (2010) Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308–317.
  • Renzulli, J. S. (2004). Introduction. In J. S. Renzulli (Ed.), Identification of students for gifted and talented programs (pp. 23-34). Corwin Press and the National Association for Gifted Children.
  • Rohaeti, E. E., Putra, H. D., & Primandhika, R. B. (2019). Mathematical understanding and reasoning abilities related to cognitive stage of senior high school students. In Journal of Physics: Conference Series, 1318(1), 12-99.
  • Rohaeti, E. E., Hindun, S., & Fitriani, N. (2019). Correlation of self-efficacy and mathematical critical thinking skills based on student’s cognitive stage. In Journal of Physics: Conference Series, 1315(1), 12-34.
  • Sak, U. (2011). Üstün yetenekliler eğitim programları [Gifted education programs]. Ankara: Maya Yayınları.
  • Santrock, J. W. (2011). Yaşam Boyu Gelişim (G. Yüksel, Çev. Ed.). Ankara: Nobel.
  • Senemoğlu, N. (2004). Gelişim, öğrenme ve öğretim [Development, learning and teaching]. Ankara: Gazi Kitabevi.
  • Sheehan, D. J. (1970). The effectiveness of concrete and formal instructional procedures with concrete- and formal-operational students (Unpublished doctoral dissertation). State University of New York, Albany.
  • Smith, S. (2017). Responding to the unique social and emotional learning needs of gifted Australian students. In E. Frydenberg, A. J. Martin, & R. J. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific: Perspectives, programs and approaches (pp. 147-166). Springer Singapore. https://doi.org/ 10.1007/978-981-10-3394-0_8
  • Spelke, E. S., & Kinzler, K. D. (2009). Innateness, learning, and rationality. Child Development Perspectives, 3(2), 96-98. http://dx.doi.org/10.1111/j.1750- 8606.2009.00085.x
  • Sukarna, N., Sumarmo, U., & Kurniawan, R. (2020). The role of ınquiry approach and cognitive stage on student’s mathematical critical thinking ability and self regulated learning. Journal of Educational Experts, 3 (2), 74-86.
  • Sumarmo, U. (1987). Kemampuan pemahaman dan penalaran matematika siswa sma dikaitkan dengan kemampuan penalaran logik siswa dan beberapa unsur proses belajar-mengajar (Doctoral dissertation). Universitas Pendidikan Indonesia.
  • Sungur, S., & Tekkaya, C. (2003). Students’ achievement in human circulatory system unit: The effect of reasoning ability and gender. Journal of Science Education and Technology, 12(1), 59-64.
  • Tuna, A., Biber, A. Ç., & İncikapı, L. (2013). An analysis of mathematics teacher candidates’ Logical reasoning levels: Case of Turkey. Journal of Educational Instructional Studies in the World, 3(1), 83-91.
  • Turgut, M., Yenilmez, K., & Balbağ, Z., (2017). Prospective teachers’ logical and spatial thinking skills: the effects of department, gender and academic performance. Mehmet Akif Ersoy University Journal of Education Faculty, 1(41), 265-283.
  • Ward, C. R., Nurrenbern, S. C., & Herron, J. D. (1981). Evaluation of the longeot test of the cognitive development. Journal of Research in Science Teaching, 18(2), 123-130.
  • Yaman, S., & Karamustafaoğlu, S. (2006). Investigation of Logical reasoning skills and attitudes scale towards chemistry of prospective teachers. Erzincan Journal of Education Faculty, 8(1), 91-106.
  • Yenilmez, A., Sungur, S., & Tekkaya, C. (2005). Investigating students' Logical reasoning abilities: The effects of gender and grade level. Hacettepe University Journal of Education Faculty, 28, 219-225.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in the social sciences]. Ankara: Seçkin Yayıncılık.
  • Zarotiadou, E., & Tsaparlis, G. (2000). Teaching lower-secondary chemistry with a Piagetian constructivist and an Ausbelian meaningful-receptive method: A longitudinal comparison. Chemistry Education: Research and Practice in Europe, 1(1), 37-50.
Toplam 42 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Ahmet Yıldız 0000-0002-9149-5859

Yayımlanma Tarihi 22 Şubat 2022
Gönderilme Tarihi 8 Mart 2021
Kabul Tarihi 7 Şubat 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 9 Sayı: 1

Kaynak Göster

APA Yıldız, A. (2022). Examining Gifted Primary School Students’ Logical Reasoning Ability. Turkish Journal of Educational Studies, 9(1), 85-100. https://doi.org/10.33907/turkjes.892597
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