Üstün Zekâlı İlkokul Öğrencilerinin Mantıksal Muhakeme Becerilerinin İncelenmesi

Year 2022, , 85 - 100, 22.02.2022

Ahmet Yıldız

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

Abstract

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.

Keywords

Bilişsel gelişim, Üstün zeka, Üstün zekalı ilkokul öğrencisi, Mantıksal düşünme

Examining Gifted Primary School Students’ Logical Reasoning Ability

Abstract

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.

Keywords

Cognitive development, Gifted student, Logical reasoning, Gifted elementary school student

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