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Öğe Subtle nuances in personality differences between gifted children as perceived by parents and teachers(SAGE Publications Ltd, 2021) Tanik, Nagihan; Büyük, UğurThis study, using a phenomenological research design, was conducted with 10 gifted children, 7 parents, and 2 teachers. The data, which were analyzed via content analysis method, revealed that there were subtle nuances in personality differences between gifted children. Moreover, while the Science and Arts Center (SAC) teachers were more aware of the gifted children’s cognitive traits, while parents were more aware of their children’s affective and personality traits and needs. Furthermore, the results of the study seem to indicate that gifted children are leaders and intelligent, rational, hardworking, knowledgeable, very careful, calm, amusing, funny, curious, and highly observant individuals who like reading books and have a well-developed strong memory. On an average day in their lives, these students allocate spare time for academic success-focused behaviors, their hobbies, and socialization. Among these, the time spent on activities related to academic success and hobbies constitutes the highest amount of ratio. © The Author(s) 2021.Öğe To Be A Gifted Child(T.C. Milli Egitim Bakanligi, 2020) Tanik Önal, Nagihan; Büyük, UğurIn this study; different aspects of gifted students from their non-gifted peers, the effect of being gifted on the lives of gifted and their opinions about being diagnosed as gifted were examined. Ten gifted students, seven parents, and two teachers working in the Science and Art Center participated in the research, which was carried out with the phenomenology pattern of qualitative research method. Data collected through semi-structured interviews with participants were analyzed by content analysis. The results show that gifted students differ from their non-gifted peers in terms of learning speed, high level thinking skills, mature and humorous personalities, and aspects of early development. According to their teachers, the participants experience intense stress and success pressure. In parallel, the gifted cildren stated that they are not satisfied with being labeled in this way. According to these results, suggestions such as taking measures to change the false beliefs about gifted students in individuals around the gifted students can be made. © 2021, Milli Egitim. All Rights Reserved.Öğe ÜSTÜN ZEKÂLI OLMAK(2020) Önal, Nagihan; Büyük, UğurBu araştırmada; üstün zekâlı öğrencilerin üstün zekâlı olmayanakranlarından farklı yönleri, üstün zekâlı olmanın üstünlerin hayatlarına etkisi ve üstün zekâlı olarak tanılanmak ile ilgili görüşleri incelenmiştir. Nitel araştırma yöntemi fenomenoloji deseni ile gerçekleştirilenaraştırmaya on üstün zekâlı öğrenci, yedi veli ve Bilim Sanat Merkezi’nde görev yapan iki öğretmen katılmıştır. Katılımcılarla gerçekleştirilen yarı yapılandırılmış görüşmelerle toplanan veriler içerik analizi ileçözümlenmiştir. Elde edilen sonuçlar; üstün zekâlı öğrencilerin üstünzekâlı olmayan akranlarından öğrenme hızı, üst düzey düşünme becerisi, olgun ve esprili kişilikleri ile ve erken gelişim özellikleri göstermeyönleri ile ayrıldıklarını göstermektedir. Öğretmenlerine göre ise katılımcılar yoğun bir stres ve başarı baskısı yaşamaktadır. Buna paralelşekilde üstünler bu şekilde etiketlenmekten memnun olmadıklarını belirtmişlerdir. Bu sonuçlara göre üstün zekâlı öğrencilerin çevrelerindekibireylerde üstün zekâlı öğrencilerle ilgili yanlış inanışların değiştirilmesine yönelik önlemler alınması gibi öneriler getirilebilir.Öğe What are the opinions of prospective science teachers regarding the use of technology in education?(Sakarya University, 2017) Önal, Nagihan Tanik; Önal, Nezih; Büyük, UğurWith the consideration of the significant role teachers play in the use of technology in education, it is believed that addressing prospective teachers’ needs in this regard during their teacher education program can be effective in equipping them with the essential skills and knowledge in the use of technology in education. Accordingly, the present study aimed to reveal the opinions of prospective science teachers as regards the use of technology in science education. To this end, the present study investigated prospective science teachers’ stance towards novelties in the use of technology. The research design employed in the study was the phenomenology method of the qualitative research paradigm. The participants of the study were 51 prospective teachers, who were junior students majoring in Science Teacher Education at Erciyes University. The data collection tool utilized in the study was a document analysis form comprised of eight open-ended questions, which aimed to determine the participants’ opinions regarding the use of technology in science classes. The findings which the data analysis yielded indicated that the participants exemplified the technologies used in education as the interactive board (f=43), the projector (f=41), the computer (f=41) and laboratory equipment (f=35). The participants explained that they planned to use these educational technologies in their classes mostly for concretizing abstract science topics by means of visualization (f=51) and to enable the students to engage in effective and permanent learning (f=38). The participants emphasized that the use of technology in science classes had such benefits as follows: enabling students to learn effectively and permanently (f=45), being time-saving for both the teachers and students (f=40), increasing students’ motivation toward the subject (f=32), and facilitating students’ access to knowledge. On the other hand, the participants believe that the use of technology in the lessons has such limitations as the requirement of preparation before class (f=41), the difficulty of popularizing it to every school (f=37), and the disruption of classes when potential technical problems such as power cut was encountered (f=25). Accordingly, it can be maintained that the participants were of the opinion that overall the use of technology in education increased the quality of education and facilitated teaching despite the existence of limitations. © The Turkish Online Journal of Educational Technology.
