Üstün Yetenekli Öğrencilerin Analitik, Yaratıcı ve Pratik Becerilerinin Geliştirilmesinde Semiyotik Teknoloji Kullanımı: Öğretmen Görüşleri

Yıl 2025, Sayı: 13, 207 - 239

Zekai Ayık , Muhammet Davut Gül

https://doi.org/10.56720/mevzu.1583828

Öz

Bu çalışma, üstün yeteneklilerin eğitiminde semiyotik teknolojilerin ro-lünü incelemekte ve bu araçların, Sternberg'in başarılı zeka teorisi doğrultu-sunda, üstün yetenekli öğrencilerin analitik, yaratıcı ve pratik becerilerini nasıl desteklediğini araştırmaktadır. Nitel bir durum çalışması deseninin kullanıldığı araştırmaya, Türkiye’deki bir Bilim ve Sanat Merkezinde görev yapan altı öğretmen, yarı yapılandırılmış görüşmeler ve sınıf gözlemleri yo-luyla katılmıştır. Tematik analiz için MAXQDA kullanılmıştır. Tematik ana-liz, semiyotik teknolojilerin öğretmenlerin içeriği ve katılım stratejilerini öğ-rencilerin ihtiyaçlarına göre uyarlayarak farklılaştırılmış öğretimi mümkün kıldığını ortaya koymuştur. Analitik beceriler problem çözme görevleri ara-cılığıyla, yaratıcı yetenekler dijital tasarım ve deneyler yoluyla, pratik beceri-ler ise işbirliğine dayalı, gerçek dünya uygulamalarıyla desteklenmiştir. An-cak öğretmenler, sınırlı altyapı, himet-içi eğitim eksikliği ve hızlı değişen teknolojinin bu araçların tam entegrasyonunu etkili bir şekilde engellediğini bildirmişlerdir. Öğretmenler, semiyotik teknolojileri etkili bir şekilde kullan-ma konusundaki yeterliliklerini ve güvenlerini artırmak için sürekli mesleki gelişim ihtiyacını ifade etmişlerdir. Çalışma, semiyotik teknolojilerin katılımı ve öğrenmeyi derinleştirme potansiyelini vurgulamakla birlikte, küçük ör-neklem büyüklüğü, öz-beyanlara dayalı veriler ve tek bir kurumsal bağlam gibi sınırlılıkları nedeniyle sonuçların genellenmesinde dikkatli olunması gerektiğini göstermektedir. Bu araştırma, teknolojinin üstün yeteneklilerin eğitimindeki rolünü anlamaya katkı sağlamakta ve çeşitli sınıf ortamlarında semiyotik teknolojilerin farklılaştırma ve beceri gelişimi üzerindeki etkisini kapsamlı bir şekilde değerlendirmek için nicel veriler içeren daha geniş ör-neklemlerle yapılacak çalışmaların gerekliliğini vurgulamaktadır.

Anahtar Kelimeler

Üstün yeteneklilerin eğitimi, semiyotik teknoloji, zenginleştirme, öğretim teknolojileri, başarılı zeka kuramı

Etik Beyan

Bu araştırma için Harran Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu tarafından onay verilmiştir (E-76244175-050.04-346654 numara).

The Use of Semiotic Technologies to Foster Analytical, Creative, and Practical Skills of Gifted Students: Teacher Perspectives

Öz

This study examines the role of semiotic technologies in gifted educa-tion, focusing on how these tools support differentiation and the develop-ment of analytical, creative, and practical skills in gifted students, as outli-ned by Sternberg’s theory of successful intelligence. Using a qualitative case study design, six teachers from a gifted pull-out school (Science and Arts Center) in Turkey participated through semi-structured interviews and classroom observations. MAXQDA was used for thematic analysis. Thema-tic analysis revealed that semiotic technologies enable differentiated instruc-tion by allowing teachers to tailor content and engagement strategies to stu-dents' needs. Analytical skills were supported through problem-solving tasks, creative abilities through digital design and experimentation, and practical skills through collaborative, real-world applications. However, teachers reported challenges, including limited infrastructure, lack of formal training, and the rapid pace of technological change, which hindered the full integration of these tools. Teachers expressed a strong need for ongoing professional development to enhance their proficiency and confidence in using semiotic technologies effectively. While the study highlights the poten-tial of semiotic technologies to deepen engagement and learning, limitations such as the small sample size, reliance on self-reported data, and a single institutional context suggest caution in generalizing results. This research contributes to understanding technology’s role in gifted education and emphasizes the need for further studies incorporating quantitative data and broader samples to comprehensively assess the impact of semiotic technolo-gies on differentiation and skill development in diverse educational settings.

Anahtar Kelimeler

Gifted education, semiotic technology, enrichment, talent development, in-structional technologies, successful intelligence theory

Kaynakça

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