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Bu araştırma üstün yetenekli öğrencilerin ve üstün yetenekli olmayan akranlarının baskın öğrenme stillerini belirlemek ve öğrencilerin öğrenme stillerinin cinsiyet, sınıf düzeyi ve yaş aralığı değişkenlerine göre ilişkilerini saptamak amacıyla yapılmıştır. Çalışma 2018-2019 eğitim öğretim yılının güz döneminde Malatya Bilim ve Sanat Merkezi’nde öğrenimlerine devam eden 187 üstün yetenekli öğrenci (87 kız, 100 erkek) ile devlet okullarında öğrenim gören 188 öğrenci (96 kız, 92 erkek) ile yürütülmüştür. Bu doğrultuda öğrencilerin öğrenme stillerini belirlemek amacıyla, Kolb (1999) tarafından geliştirilen, Evin Gencel (2007) tarafından Türkçeye uyarlanarak geçerlik ve güvenirlik çalışmaları yapılan Kolb Öğrenme Stili Envanteri-III (KÖSE-III) kullanılmıştır. Ölçeğin boyutları için güvenirlik katsayıları 0.69 ile 0.75 arasında bulunmuştur. Veriler betimsel istatistikler ve kay-kare testi kullanılarak çözümlenmiştir. Araştırma bulgularına göre; çalışmaya katılan üstün yetenekli öğrencilerin sahip oldukları öğrenme stillerinin baskın olarak “Yerleştiren” (%35.3), “Değiştiren” (%27.8) ve “Ayrıştıran” (%25.1) olduğu görülürken; üstün yetenekli olmayan akranlarının ise “Değiştiren” (%45.7) ve “Yerleştiren” (%27.1) öğrenme stillerine sahip oldukları görülmüştür. Öğrecilerin öğrenme stilleri her iki öğrenci grubunda da cinsiyet, sınıf düzeyi ve yaş aralığına göre anlamlı bir şekilde farklılaşmamıştır. Anahtar kelimeler: Kolb Öğrenme Stili, Üstün Yetenekli Öğrenciler, Üstün Yetenekli Olmayan Öğrenciler
This study was conducted for the purpose of determining the dominant learning styles of gifted students and their non-gifted peers and detecting the correlations of their learning styles according to variables of gender, class level and age interval. The study was conducted with 187 gifted students (87 girls, 100 boys) receiving education in the Malatya Science and Art Center and 188 students (96 girls, 92 boys) attending public schools in the fall term of the academic year of 2018-2019. Accordingly, Kolb Learning Style Inventory-III (KLSI-III), which was developed by Kolb (1999) and adapted into Turkish by Gencel (2007) and tested in terms of validity and reliability, was used in the study for the purpose of determining the learning styles of students. Reliability coefficients for the subscales of the scale were found in the interval of 0.69 and 0.75. The data were analyzed using descriptive statistics and chi-square test. According to the results of the study, it was observed that the dominant learning styles of the gifted students who participated in the study were "Accommodating" (35.3%), "Converging" (27.8%) and "Diverging" (25.1%); whereas, the dominant learning styles of non-gifted peers were "Converging" (45.7%) and "Accommodating" (27.1%). It was observed that the learning styles of the students did not significantly differentiate in both of the student groups according to gender, class level, and age interval.Keywords: Colb Learning Style, Gifted Students, Non-Gifted Students
This study was conducted for the purpose of determining the dominant learning styles of gifted students and their non-gifted peers and detecting the correlations of their learning styles according to variables of gender, class level and age interval. The study was conducted with 187 gifted students (87 girls, 100 boys) receiving education in the Malatya Science and Art Center and 188 students (96 girls, 92 boys) attending public schools in the fall term of the academic year of 2018-2019. Accordingly, Kolb Learning Style Inventory-III (KLSI-III), which was developed by Kolb (1999) and adapted into Turkish by Gencel (2007) and tested in terms of validity and reliability, was used in the study for the purpose of determining the learning styles of students. Reliability coefficients for the subscales of the scale were found in the interval of 0.69 and 0.75. The data were analyzed using descriptive statistics and chi-square test. According to the results of the study, it was observed that the dominant learning styles of the gifted students who participated in the study were “Accommodating” (35.3%), “Converging” (27.8%) and “Diverging” (25.1%); whereas, the dominant learning styles of non-gifted peers were “Converging” (45.7%) and “Accommodating” (27.1%). It was observed that the learning styles of the students did not significantly differentiate in both of the student groups according to gender, class level, and age interval.Keywords: Kolb Learning Style, Gifted Students, Non-Gifted Students
Field : Eğitim Bilimleri
Journal Type : Ulusal
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