Abstract:

In the study, it was purposed to analyze the effect of Scratch program on the writing dispositions, anxieties, and attitudes of gifted primary school students. In the quantitative part of the study, the explanatory design of the mixed method was adopted, the pre-post-test experimental design without a control group was used, and the phenomenology design was used in the qualitative part. 14 gifted primary school students were included in the study by criterion sampling method. The data were obtained by writing disposition, writing anxiety, writing attitude scale and semi-structured interview tool. The data obtained from the scales used as pre- and post-test were analyzed with Wilcoxon Signed Ranks test and the data obtained from the semi-structured interview tool were analyzed with descriptive analysis. According to the findings, it was determined that the Scratch program did not create a statistically significant difference in the writing dispositions, writing anxiety and writing attitudes of gifted primary school students. Gifted students stated that they liked to write moderately, that they usually wrote stories, and they do not want to write because of fatigue. In addition, gifted students who stated that they found the Scratch program fun.

Keywords: