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dc.contributor.advisorAydoğdu, Cemil
dc.contributor.authorYıldırım, Zeynep Dilhan
dc.date.accessioned2022-08-10T10:56:28Z
dc.date.issued2022-07-25
dc.date.submitted2022-06-22
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Case study research: Design and method (4th ed.). Thousand Oaks, CA: sage Ziegler, A., Ziegler, A., & Stoeger, H. (2012). Shortcomings of the IQ-based construct of underachievement. Roeper Review, 34(2), 123–132. http://dx.doi.org/10.1080/02783193.2012.660726.tr_TR
dc.identifier.urihttp://hdl.handle.net/11655/26692
dc.description.abstractThe aim of the research is to identify gifted students at the middle school level who exhibit underachievement in science learning, determine the factors that lead them to underachievement in science learning, and provide an evidence-based finding that will support further teaching. The research was carried out as a multiple case study within the scope of the qualitative research approach. In the research, semi-structured interview forms and open-ended questions were used as data collection tools. As a measure of academic success, the students' end-of-term grade point averages were taken as a basis in their middle school education years, and an attitude scale towards science was applied to measure their attitudes towards science. Content analysis was carried out in the analysis of the qualitative data obtained with the interview questions and open-ended questions in the interviews conducted in the Zoom program. It was found that the factors affecting science learning in gifted students with underachievement were grouped under three themes. The themes were expressed as reasons originating from the student, school, and family. According to the data obtained, it was found that the factors affecting the underachievement of underachievement gifted students in science learning were the same, but the degree of influence of these factors on students differed according to students.tr_TR
dc.language.isoturtr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectÜstün zekalılartr_TR
dc.subjectBeklenmedik düşük başarı
dc.subjectFen bilimleri eğitimi
dc.subjectAkademik başarı
dc.subjectDurum çalışması
dc.titleÜstün Zekâlı Öğrencilerin Fen Bilimlerini Öğrenmedeki Beklenmedik Düşük Başarılarının Nedenlerinin İncelenmesitr_TR
dc.typeinfo:eu-repo/semantics/masterThesistr_TR
dc.description.ozetBu araştırmadaki amaç fen bilimlerini öğrenmeye karşı beklenmedik düşük başarı sergileyen ortaokul seviyesindeki üstün zekâlı öğrenciler tespit edilerek onları fen bilimlerini öğrenmede beklenmedik düşük başarıya götüren faktörleri belirlemek ve sonraki öğretime destek sağlayacak bir kanıt temelli bulgu sağlamaktır.Araştırmada nitel araştırma yaklaşım kapsamında çoklu durum araştırması olarak yürütülmüştür. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu ve açık uçlu sorular kullanılmıştır. Akademik başarı ölçütü olarak öğrencilerin öğrenim gördükleri okuldan alınan ortaokuldaki eğitim-öğretim yıllarında fen bilimleri dönem sonu not ortalamaları esas alınmıştır ve fen bilimlerine karşı tutumlarının ölçülmesi adına fene karşı tutum ölçeği uygulanmıştır. Zoom üzerinden gerçekleştirilen görüşmelerde sorulan görüşme sorularıyla ve açık uçlu sorularla elde edilen nitel verilerin analizinde içerik analizi yapılmıştır.Üstün zekâlı beklenmedik düşük başarı gösteren öğrencilerdefen bilimlerini öğrenmeye etki eden faktörlerin üç tema altında toplandığı görülmüştür. Temalar öğrenciden, okuldan ve aileden kaynaklı nedenler şeklinde ifade edilmiştir. Elde edilen verilere göre beklenmedik düşük başarılı üstün zekâlı öğrencilerin fen bilimlerini öğrenmedeki beklenmedik düşük başarılarına etki eden faktörlerdeki başlıkların aynı olduğu ancak bu faktörlerin öğrencileri etkileme derecelerinin öğrencilere göre farklılık gösterdiği bulunmuştur.tr_TR
dc.contributor.departmentEğitim Bilimleritr_TR
dc.embargo.termsAcik erisimtr_TR
dc.embargo.lift2022-08-10T10:56:28Z
dc.fundingYoktr_TR


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