Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Turkey
Approval Date: 2020
Thesis Language: Turkish
Student: HASAN AKDENİZ
Supervisor: GÜLAY EKİCİ
Open Archive Collection: AVESIS Open Access Collection
Abstract:The aim of this research is to analyze the effects of learning activities on the development of habits of mind that gifted and talented students use while learning biology lessons. These learning activities are constructed according to the teaching methods of biology lessons based on habits of mind. Costa and Kallick (2008) describes these habits of mind for 16 of the attributes that human beings display when they behave intelligently. 16 habits of mind (persisting,managing impulsivity, listening with understanding and empathy, thinking flexibly, thinking about thinking, striving for accuracy, questioning and posing problems, applying past knowledge to new situations, thinking and communicating with clarity and precision, gathering data through all senses, creating, imagining, innovating, responding with wonderment and awe, taking responsible risks, finding humor, thinking interdependently, remaining open to continuous learning) identified by Costa and Kallick (2008) are used in this research. Five dimensions of growth (Exploring Meanings, ix Expanding Capacities, Increasing Alertness, Extending Values, Building Commitment) clear guide to and description of development and improvement on gifted and talented students in the Habits of Mind. In this research, a nested mixed research model was used as a research technique. According to the applied method which is nested mixed research model, qualitative measurements are gathered from action research and quantitative measurements are gathered from longitudinal survey method. The research was carried out in two stages as a pilot and main implementation. The study group was selected from gifted and talented students who are studying in the field of biology at Yasemin Karakaya Science and Art Center in Ankara in the 2018-2019 academic year. Biology teacher participated in the implementation process together with the researcher as an observer. The data required to achieve the objectives of this study; personal information form, habits of mind inventory, habits of mind rubric, peerassessment form, learning activity evaluation form, video records, researcher field notes, and student self-assessment form. According to the findings of this research, teaching activities of biology lessons had a significant impact onthe development of students' habits of mind, and also gender variable was not effective on the development of each habits of mind used by male and female students. The most common problems faced by students were writing, lack of visuals in learning activities, use of time, use of habits of mind and metacognition activities. Based on the results that are obtained by this research, suggestions were made about the habits of mind.