Journal for the Education of Gifted Young Scientists最新文献_第7页

Educator professional development towards management of curriculum implementation: A case study in correctional centres Gauteng Region, South Africa. 面向课程实施管理的教育工作者专业发展:南非豪登省惩教中心的案例研究。

Journal for the Education of Gifted Young Scientists Pub Date : 2022-06-03 DOI: 10.17478/jegys.1062480

H. Moyo

引用次数: 0

SCAFFOLDING THROUGH COGNITIVE MAPPING BASED ON DIAGNOSING STUDENT'S DIFFICULTIES IN SOLVING PROBLEM 基于诊断学生解决问题困难的认知映射搭建

Journal for the Education of Gifted Young Scientists Pub Date : 2022-05-12 DOI: 10.17478/jegys.1099807

Buhaerah Buhaerah

{"title":"SCAFFOLDING THROUGH COGNITIVE MAPPING BASED ON DIAGNOSING STUDENT'S DIFFICULTIES IN SOLVING PROBLEM","authors":"Buhaerah Buhaerah","doi":"10.17478/jegys.1099807","DOIUrl":"https://doi.org/10.17478/jegys.1099807","url":null,"abstract":"This study shows the diagnosis of difficulties faced by students when solving problems with a system of linear equations with three variables and efforts to overcome them by providing scaffolding interventions. The approach used in this study is qualitative. The sample selection using a purposive sampling technique was made by giving three math problems, the topic of a system of linear equations with two variables, then three students were selected to be the research subjects. The selection of students is determined based on the category of communication skills and low, medium, or high mathematical abilities. The research data were obtained from 3 sources: test sheets, semi-structured interviews, and the results of student work after scaffolding was given. Several research results show students' difficulties in solving three-variable linear equation systems problems based on Polya-based cognitive mapping: first, the difficulty in understanding the problem. This difficulty arises because of mental holes that students should not have at grade levels, such as knowledge of fractions, algebra, basic concepts of triangles, and others. Second: Difficulty compiling a solution. This can be seen when students cannot correctly model contextual problems into mathematical models. Third, the implementation of the complete plan can be identified through students' mistakes when performing arithmetical algebraic operations and applying appropriate mathematical rules/principles, the leading cause of which can occur due to inaccuracy and misconceptions about mathematical concepts. The researchers tried to overcome these problems by providing Level 2 scaffolding with the techniques proposed by Angirelli, including (explaining, reviewing, and restructuring).","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"1177 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86479019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The use of 3D design programs and 3D printers in the education of the gifted and the opinions of students and teachers 利用3D设计程序和3D打印机进行资优教育以及学生和老师的意见

Journal for the Education of Gifted Young Scientists Pub Date : 2022-05-10 DOI: 10.17478/jegys.1105484

Cüneyt Akyol, M. Uygur, Tuğba Yanpar Yelken

引用次数: 1

Digital immigrants, digital natives and digital learners: Where are we now? 数字移民、数字原住民和数字学习者:我们现在在哪里?

Journal for the Education of Gifted Young Scientists Pub Date : 2022-05-09 DOI: 10.17478/jegys.1090172

H. David

引用次数: 1

Investigation of Androgen Receptor Gene CAG Repeat Polymorphisms and Determination of Science Attitudes of Gifted Children in Turkey 土耳其资优儿童雄激素受体基因CAG重复序列多态性调查及科学态度测定

Journal for the Education of Gifted Young Scientists Pub Date : 2022-04-24 DOI: 10.17478/jegys.1100055

Merve KIZILBAY KAYA, F. Polat

引用次数: 0

E-tutors’ instructional strategies in teaching the design process in virtual classroom: A case in an Open Distance eLearning (ODeL) environment 网络教师在虚拟课堂设计过程教学中的教学策略:以开放远程电子学习(ODeL)环境为例

Journal for the Education of Gifted Young Scientists Pub Date : 2022-04-10 DOI: 10.17478/jegys.1059522

M. Sedio

{"title":"E-tutors’ instructional strategies in teaching the design process in virtual classroom: A case in an Open Distance eLearning (ODeL) environment","authors":"M. Sedio","doi":"10.17478/jegys.1059522","DOIUrl":"https://doi.org/10.17478/jegys.1059522","url":null,"abstract":"The technology curriculum is positioned to have the same status as those in mathematics and science curricula. This existence is supplied as a means of advancing knowledge and contributing to key insights into the subject's design process curriculum, particularly in the context of an ODeL. Innovative instructional methodologies are better positioned to develop design process knowledge within the needs of the ODeL environment to meet this requirement. \"How did the e-tutors' gained pedagogical knowledge effect the students' learning of the design process?\" was studied as a question to help the inquiry get more important insights. This work used a quantitative way to answer the main research question by allowing students to describe how they believe their e-tutor abilities to select instructional tactics to teach the design process. The quantitative data was employed as a scope and depth of comprehension and confirmation of the data gathered in the quantitative approach. Three hundred fifty postgraduate students were chosen from a year module of a degree as a sample. The instructional tactics of the e-tutors in teaching the design process in the virtual classroom were evaluated through an online survey. In the results of the study, in virtual classroom settings, e-tutors were found to have less ability to innovate and employ a broad educational style. It can be recommended to use an alternative model of e-tutor appointments instead of using the existing.","PeriodicalId":30787,"journal":{"name":"Journal for the Education of Gifted Young Scientists","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75389085","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

How realistic is the discourse of talent developing school? 人才培养学校的话语有多现实?

Journal for the Education of Gifted Young Scientists Pub Date : 2022-03-28 DOI: 10.17478/jegys.1094472

H. Tortop

引用次数: 0

The Effect of Early Intervention Program for Improving Working Memory on Working Memory Performance of Gifted Children 工作记忆改善早期干预方案对资优儿童工作记忆表现的影响

Journal for the Education of Gifted Young Scientists Pub Date : 2022-03-23 DOI: 10.17478/jegys.1088559

F. Karadag, Vesile Yildiz Demirtaş

引用次数: 0

The culturally valued domains in talent studies in Iran: experts views 伊朗人才研究中的文化价值领域:专家观点

Journal for the Education of Gifted Young Scientists Pub Date : 2022-03-15 DOI: 10.17478/jegys.1071484

Saeed Akbari Zardkhaneh, Farnaz Mehdipour Maralani

引用次数: 0

Learners’ prevalent misconceptions about force and experiences of Flipped classes 学习者对翻转课堂的力量和体验的普遍误解

Journal for the Education of Gifted Young Scientists Pub Date : 2022-03-08 DOI: 10.17478/jegys.1058677

Israel Kibirige

引用次数: 1