Research Article
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Year 2020, , 1 - 30, 22.01.2020
https://doi.org/10.31681/jetol.671621

Abstract

Supporting Institution

Balıkesir Üniversitesi Araştırma Projeleri Koordinasyon Ofisi Birimi,

Project Number

2018/066

References

  • Aflatoony, L., Wakkary, R., & Neustaedter, C. (2018). Becoming a design thinker: assessing the learning process of students in a secondary level design thinking course. The International Journal Of Art & Design Education, 37(3), 438-453. DOI: 10.1111/jade.12139
  • Alhusaini, A. (2018). Using the TASC model to develop gifted students’ creativity: Analytical review. Journal for the Education of Gifted Young Scientists, 6(3), 10-29. DOI: http://dx.doi.org/10.17478/JEGYS.2018.78
  • Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57 (5), 13-18.
  • Ataman, A. (2004). Üstün Zekâlı ve Üstün Özel Yetenekli Çocuklar. In M. Şirin., A. Kulaksızoğlu., & A. Bilgili (Eds.), Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı (pp.155-168). İstanbul: Çocuk Vakfı Yayınları.
  • Ayverdi, L. (2018). Özel Yetenekli Öğrencilerin Fen Eğitiminde Teknoloji, Mühendislik ve Matematiğin Kullanımı: FETEMM Yaklaşımı. Yayınlanmamış Doktora Tezi, Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.
  • Bootcamp Bootleg D. School (2011). Design thinking. Retrieved from http://longevity3.stanford.edu/designchallenge2015/files/2013/09/Bootleg.pdf
  • Bouchard, J. (2013). Design Thinking: Exploring Creativity in Higher Education. Unpublished Master’s Thesis, Master of Arts, Michigan State University, USA.
  • Brown, T., & Wyatt, J. (2010). Design thinking and social innovation. Stanford Social Innovation Review, Winter, 30–35.
  • Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination and the fires within: Design thinking in a middle school classroom. International Journal of Art & Design Education, 29 (1), 37–53.
  • Carroll, M. (2014). Shoot for the moon! The Mentors and the middle schoolers explore the intersection of design thinking and STEM. Journal of Pre-College Engineering Education Research (J-PEER), 4(1), 14-30. DOI: https://doi.org/10.7771/2157-9288.1072
  • Carroll, M. (2015). Stretch, dream, and do - a 21st century design thinking & STEM journey. Journal of Research in STEM Education, 1 (1), 59-70.
  • Chesson, D. (2017). The Design Thinker Profile: Creating and Validating a Scale for Measuring Design Thınking Capabilities. Unpublished Doctoral Thesis, Antioch University, Ohio, USA.
  • Clark, B. (2015). Üstün Zekâlı Öğrencileri Anlamak. In F. Kaya., Ü. Ogurlu (Eds.), Üstün Zekâlı Olarak Büyümek (pp.1-34). Ankara: Nobel Akademik Yayıncılık.
  • Crane, A. (2018). Exploring Best Practices for Implementing Design Thinking Processes in K12 Education. Unpublished Master’s Thesis, University of Kansas, USA.
  • Darbellay, F., Moody, Z., & Lubart, T. (2017). Introduction: Thinking Creativity, Design and Interdisciplinarity in a Changing World. In F. Darbellay, Z. Moody & T. Lubart (Eds.), Creativity, Design Thinking and Interdisciplinarity (p.xi-xx ), New York: Springer.
  • Diefenthaler, A., Moorhead, L., Speicher, S., Bear, C., & Cerminaro, D. (2017). Thinking & Acting Like a Designer: How Design Thinking Supports İnnovation in K-12 Education. Retrieved from https://hfli.org/app/uploads/2017/11/Thinking-and-Acting-Like-A-Designer-%E2%80%93-DT-in-K-12-education-%E2%80%93-IDEO-WISE-1.pdf
  • Dosi, C., Rosati, F., & Vignoli, M. (2018, May). Measuring design thinking mindset. Paper presented at 15th International Design Conference, Dubrovnik, Crotia. DOI: https://doi.org/10.21278/idc.2018.0493.
  • Duman, B., & Kayalı, D. (2017). Teknopedagojik Öğretme Yaklaşımının Tasarım Odaklı Düşünme Becerilerine Etkisi. In B. Akkoyunlu, A. İşman, & H. F. Odabaşı (Eds.), Eğitimde Teknoloji Okumaları 2018 (pp.176-184). Ankara: TOJET. DOI: http://dx.doi.org/10.14527/9786053183563b2.012
  • Gür, Ç. (2017). Eğitimsel ve Sosyal-Duygusal Bakış Açısıyla Üstün Yetenekli Çocuklar. Ankara: Anı Yayıncılık.
  • Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A Creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140–153. DOI: http://dx.doi.org/10.1016/j.tsc.2017.10.001
  • Ideate High Academy. (2019). Design Thinking. Retrieved from https://ideatehighacademy.com/design-thinking/
  • Jonassen, D. H. (2000). Computers As Mindtools For Schools: Engaging Critical Thinking. New Jersey, USA: Prentice Hall.
  • Kanlı, E. (2008). Fen ve Teknoloji Öğretiminde Probleme Dayalı Öğrenmenin Üstün ve Normal Zihin Düzeyindeki Öğrencilerin Erişi, Yaratıcı Düşünme ve Motivasyon Düzeylerine Etkisi. Yayınlanmamış Yüksek Lisans Tezi, İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Kelley, T., & Kelley, D. (2013). Creative Confidence: Unleashing The Creative Potential Within Us All. New York: Random House Company.
  • Kert, S. B. (2018). Programlama Öğretimi İçin Pedagojik Yaklaşımlar. In Y. Gülbahar & H. Karal (Eds.), Kuramdan Uygulamaya Programlama Öğretimi (pp.93-130). Ankara: Pegem Akademi. DOI: 10.14527/9786052415092
  • Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. (2015). Design Thinking for Education: Conceptions and Applications in Teaching and Learning. Singapore: Springer. DOI: https://doi.org/10.1007/978-981-287-444-3.
  • Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting ıntraclass correlation coefficients for reliability research, Journal of Chiropractic Medicine, 15, 155–163. DOI: https://doi.org/10.1016/j.jcm.2016.02.012
  • Kwek, S.H. (2011). Innovation in the Classroom: Design Thinking for 21st Century Learning. Unpublished Master’s Thesis, Standford University, USA. Retrieved from www.stanford.edu/group/redlab/cgibin/ publications_resources.php
  • Lor, R. R. (2017, May). Design thinking in education: a critical review of literature. Paper presented at Asian Conference on Education & Psychology, Bangkok, Thailand.
  • Maker, C. J., & Pease, R. (2008). DISCOVER and TASC in a summer program for gifted students. Gifted Education International, 24(2-3), 323-328.
  • Maker, J. C., & Schiever, S. W. (2005). Teaching Models in Education Of The Gifted. Austin, TX: Pro-Ed.
  • Marland, S. P. (1972). Education of the Gifted and Talented. (2 Vols.). Report to congress of the United States Commissioner of Education, Washington, DC: US Government Printing Office.
  • Merriam, S. B. (2014). Qualitative Research: A Guide to Design and Implementation. Somerset, US: Jossey-Bass.
  • Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved from http://www.pareonline.net/getvn.asp?v=7&n=25
  • Ministry of Education (MEB). (2018). Özel Eğitim Hizmetleri Yönetmeliği. Retrieved from ttp://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • National Association of Gifted Children (NAGC). (2019). What is giftedness? Retrived from http://www.nagc.org/resources-publications/resources/what-giftedness
  • Noel, L., & Liub, T. (2017). Using design thinking to create a new education paradigm for elementary level children for higher student engagement and success. Design and Technology Education: An International Journal, 1(22), 501–512.
  • Odabaşı, H. F., Dursun, Ö. Ö., Ersöz, R. A., & Kılınç, H. (2018). Öğretmen Eğitiminde Yeni Bir Yaklaşım: Tasarımcı düşünme. B. Akkoyunlu, A. İşman, & H. F. Odabaşı (Eds.). Eğitimde Teknoloji Okumaları 2018 (pp.392-424). Ankara: TOJET.
  • Öngöz, S., & Sözel, H. K. (2018). Üstün Yeteneklilerin Eğitiminde Teknoloji Kullanımı. H. F. Odabaşı (Ed.). Özel Eğitim ve Eğitim Teknolojisi (pp. 91-114). Ankara: Pegem Akademi. DOI: 10.14527/9786052411773
  • Painter, D. (2018). Using Design Thinking in Mathematics for Middle School Students: A Multiple Case Study of Teacher Perspectives. Unpublished Master’s Thesis, Concordia University–Portland.
  • Rauth, I., Köppen, E., Jobst, B, & Meinel, C. (November, 2010). Design thinking: An educational model towards creative confidence. Paper presented at 1st International Conference on Design Creativity (ICDC2010), Kobe, Japan.
  • Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60, 18-24.
  • Retna, K. S. (2016). Thinking about design thinking: A study of teacher experiences. Asia Pacific Journal of Education, 36 (1), 5-19. DOI: 10.1080/02188791.2015.1005049
  • Romero, M., Lepage, A., & Lille, B. (2017). Computational thinking development through creative programming in higher education. International Journal of Educational Technology in Higher Education, 14 (42), 1-15. DOI 10.1186/s41239-017-0080-z
  • Root-Bernstein, R. S., & Root-Bernstein, M. (1999). Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People. New York: Houghton Mifflin.
  • Sak, U. (2014). Üstün Zekâlılar Özellikleri Tanılanmaları Eğitimleri. Ankara: Vize Yayıncılık.
  • Santos Ordóñez, A., González Lema, C., & Miño Puga, M. F. (2017, July). Design thinking as a methodology for solving problems: contributions from academia to society. Paper presented at 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnerships for Development and Engineering Education”, Boca Raton Fl, United States.
  • Scheer, A., Noweski, C., & Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education. Design and Technology Education: An International Journal, 17(3), 8-19.
  • Şahin, F. (2015a). Üstün Zekalı Öğrencilerin Eğitimine Yönelik Eğitsel Stratejiler. In F. Şahin (Ed.), Üstün Zekalı ve Üstün Yetenekli Öğrencilerin Eğitimi (pp.1-15). Ankara: Pegem Akademi.
  • Şahin, F. (2015b). Genel Eğitim Sınıflarındaki Üstün Yetenekli Öğrencilerin Eğitiminde Müfredat Farklılaştırma. In F. Şahin (Ed.). Üstün Zekâlı ve Üstün Yetenekli Öğrencilerin Eğitimi (pp.20-38). Ankara: Pegem Akademi.
  • Şahin, F. (2018a). Özel Yeteneklilerin Eğitimi Eğitsel Stratejiler ve Örneklerle Zenginleştirilmiş Müfredat Farklılaştırma Modelleri. Ankara: Nobel Yayıncılık.
  • Şahin, F. (2018b). Özel Yetenekli Öğrenciler ve Eğitimleri. In F. Şahin (Ed.). Müfredat Modelleri (pp.65-104). Ankara: Anı Yayıncılık.
  • Şencan, H. (2005). Sosyal ve Davranışsal Ölçümlerde Güvenirlik ve Geçerlilik. Ankara: Seçkin Yayıncılık.
  • Tomlinson, C.A. (1995). How to Differentiate Instruction in Mixed Ability Classrooms. Alexendria VA: Association for Supervision and Curriculum Development.
  • Tortop, H. S. (2015). Üstün Zekâlılar Eğitiminde Farklılaştırılmış Öğretim Müfredat Farklılaştırma Modelleri. Ankara: Genç Bilge Yayıncılık.
  • Treffinger, D. J., Jackson, J., & Jensen, B. (1996). Future Problem Solving Program: Past, Present, and Future. Ann Arbor, MI: Future Problem Solving Program.
  • VanTassel-Baska, J. & Brown, E. F. (2000). An Analysis of Gifted Education Curriculum Models. In F. A. Karnes, & S. M. Bean (Eds.), Methods and Materials for Teaching the Gifted (p.107-137). Waco, TX: Prufrock Press.
  • Wallace, B., Cave, D., Berry, A. (2009). Teaching Problem Solving and Thinking Skills Through Science. Abington, Oxon:Routledge.

Design Thinking Applications in Teaching Programming to Gifted Students

Year 2020, , 1 - 30, 22.01.2020
https://doi.org/10.31681/jetol.671621

Abstract

The study aimed to present suggestions for how a design thinking (DT) approach can be applied in the processes of teaching programming to gifted students and to reveal its effects on the teaching process. The case study method was used. 5 different DT tasks were defined to create solutions for an unstructured problem by using programming tools and DT processes. DT activities were applied to 25 gifted students (13 girls, 12 boys) at the Science and Art Center (BİLSEM) in the city center through the summer term. Data were collected through interviews, observation forms, and the DT Rubric which was developed by the researchers. The findings showed that gifted students improved their DT skills to a certain level, learned the academic content, enjoyed the process itself, and experienced some problems working in teams. At the end of the teaching process, the students emphasized that a good designer should be a respectful person who can work well within a team. Additionally, according to the students' views, different programming tools and environments namely Scratch, Arduino IDE and Lego Mindstorms EV3 can be used in the prototyping phase of the DT processes. Updating DT tasks to include DT mindsets and taking into account the leadership qualities of gifted students during the implementation process may be suggested.

Project Number

2018/066

References

  • Aflatoony, L., Wakkary, R., & Neustaedter, C. (2018). Becoming a design thinker: assessing the learning process of students in a secondary level design thinking course. The International Journal Of Art & Design Education, 37(3), 438-453. DOI: 10.1111/jade.12139
  • Alhusaini, A. (2018). Using the TASC model to develop gifted students’ creativity: Analytical review. Journal for the Education of Gifted Young Scientists, 6(3), 10-29. DOI: http://dx.doi.org/10.17478/JEGYS.2018.78
  • Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational Leadership, 57 (5), 13-18.
  • Ataman, A. (2004). Üstün Zekâlı ve Üstün Özel Yetenekli Çocuklar. In M. Şirin., A. Kulaksızoğlu., & A. Bilgili (Eds.), Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Makaleler Kitabı (pp.155-168). İstanbul: Çocuk Vakfı Yayınları.
  • Ayverdi, L. (2018). Özel Yetenekli Öğrencilerin Fen Eğitiminde Teknoloji, Mühendislik ve Matematiğin Kullanımı: FETEMM Yaklaşımı. Yayınlanmamış Doktora Tezi, Balıkesir Üniversitesi Fen Bilimleri Enstitüsü, Balıkesir.
  • Bootcamp Bootleg D. School (2011). Design thinking. Retrieved from http://longevity3.stanford.edu/designchallenge2015/files/2013/09/Bootleg.pdf
  • Bouchard, J. (2013). Design Thinking: Exploring Creativity in Higher Education. Unpublished Master’s Thesis, Master of Arts, Michigan State University, USA.
  • Brown, T., & Wyatt, J. (2010). Design thinking and social innovation. Stanford Social Innovation Review, Winter, 30–35.
  • Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., & Hornstein, M. (2010). Destination, imagination and the fires within: Design thinking in a middle school classroom. International Journal of Art & Design Education, 29 (1), 37–53.
  • Carroll, M. (2014). Shoot for the moon! The Mentors and the middle schoolers explore the intersection of design thinking and STEM. Journal of Pre-College Engineering Education Research (J-PEER), 4(1), 14-30. DOI: https://doi.org/10.7771/2157-9288.1072
  • Carroll, M. (2015). Stretch, dream, and do - a 21st century design thinking & STEM journey. Journal of Research in STEM Education, 1 (1), 59-70.
  • Chesson, D. (2017). The Design Thinker Profile: Creating and Validating a Scale for Measuring Design Thınking Capabilities. Unpublished Doctoral Thesis, Antioch University, Ohio, USA.
  • Clark, B. (2015). Üstün Zekâlı Öğrencileri Anlamak. In F. Kaya., Ü. Ogurlu (Eds.), Üstün Zekâlı Olarak Büyümek (pp.1-34). Ankara: Nobel Akademik Yayıncılık.
  • Crane, A. (2018). Exploring Best Practices for Implementing Design Thinking Processes in K12 Education. Unpublished Master’s Thesis, University of Kansas, USA.
  • Darbellay, F., Moody, Z., & Lubart, T. (2017). Introduction: Thinking Creativity, Design and Interdisciplinarity in a Changing World. In F. Darbellay, Z. Moody & T. Lubart (Eds.), Creativity, Design Thinking and Interdisciplinarity (p.xi-xx ), New York: Springer.
  • Diefenthaler, A., Moorhead, L., Speicher, S., Bear, C., & Cerminaro, D. (2017). Thinking & Acting Like a Designer: How Design Thinking Supports İnnovation in K-12 Education. Retrieved from https://hfli.org/app/uploads/2017/11/Thinking-and-Acting-Like-A-Designer-%E2%80%93-DT-in-K-12-education-%E2%80%93-IDEO-WISE-1.pdf
  • Dosi, C., Rosati, F., & Vignoli, M. (2018, May). Measuring design thinking mindset. Paper presented at 15th International Design Conference, Dubrovnik, Crotia. DOI: https://doi.org/10.21278/idc.2018.0493.
  • Duman, B., & Kayalı, D. (2017). Teknopedagojik Öğretme Yaklaşımının Tasarım Odaklı Düşünme Becerilerine Etkisi. In B. Akkoyunlu, A. İşman, & H. F. Odabaşı (Eds.), Eğitimde Teknoloji Okumaları 2018 (pp.176-184). Ankara: TOJET. DOI: http://dx.doi.org/10.14527/9786053183563b2.012
  • Gür, Ç. (2017). Eğitimsel ve Sosyal-Duygusal Bakış Açısıyla Üstün Yetenekli Çocuklar. Ankara: Anı Yayıncılık.
  • Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A Creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140–153. DOI: http://dx.doi.org/10.1016/j.tsc.2017.10.001
  • Ideate High Academy. (2019). Design Thinking. Retrieved from https://ideatehighacademy.com/design-thinking/
  • Jonassen, D. H. (2000). Computers As Mindtools For Schools: Engaging Critical Thinking. New Jersey, USA: Prentice Hall.
  • Kanlı, E. (2008). Fen ve Teknoloji Öğretiminde Probleme Dayalı Öğrenmenin Üstün ve Normal Zihin Düzeyindeki Öğrencilerin Erişi, Yaratıcı Düşünme ve Motivasyon Düzeylerine Etkisi. Yayınlanmamış Yüksek Lisans Tezi, İstanbul Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Kelley, T., & Kelley, D. (2013). Creative Confidence: Unleashing The Creative Potential Within Us All. New York: Random House Company.
  • Kert, S. B. (2018). Programlama Öğretimi İçin Pedagojik Yaklaşımlar. In Y. Gülbahar & H. Karal (Eds.), Kuramdan Uygulamaya Programlama Öğretimi (pp.93-130). Ankara: Pegem Akademi. DOI: 10.14527/9786052415092
  • Koh, J. H. L., Chai, C. S., Wong, B., & Hong, H. (2015). Design Thinking for Education: Conceptions and Applications in Teaching and Learning. Singapore: Springer. DOI: https://doi.org/10.1007/978-981-287-444-3.
  • Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting ıntraclass correlation coefficients for reliability research, Journal of Chiropractic Medicine, 15, 155–163. DOI: https://doi.org/10.1016/j.jcm.2016.02.012
  • Kwek, S.H. (2011). Innovation in the Classroom: Design Thinking for 21st Century Learning. Unpublished Master’s Thesis, Standford University, USA. Retrieved from www.stanford.edu/group/redlab/cgibin/ publications_resources.php
  • Lor, R. R. (2017, May). Design thinking in education: a critical review of literature. Paper presented at Asian Conference on Education & Psychology, Bangkok, Thailand.
  • Maker, C. J., & Pease, R. (2008). DISCOVER and TASC in a summer program for gifted students. Gifted Education International, 24(2-3), 323-328.
  • Maker, J. C., & Schiever, S. W. (2005). Teaching Models in Education Of The Gifted. Austin, TX: Pro-Ed.
  • Marland, S. P. (1972). Education of the Gifted and Talented. (2 Vols.). Report to congress of the United States Commissioner of Education, Washington, DC: US Government Printing Office.
  • Merriam, S. B. (2014). Qualitative Research: A Guide to Design and Implementation. Somerset, US: Jossey-Bass.
  • Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25). Retrieved from http://www.pareonline.net/getvn.asp?v=7&n=25
  • Ministry of Education (MEB). (2018). Özel Eğitim Hizmetleri Yönetmeliği. Retrieved from ttp://www.resmigazete.gov.tr/eskiler/2018/07/20180707-8.htm
  • National Association of Gifted Children (NAGC). (2019). What is giftedness? Retrived from http://www.nagc.org/resources-publications/resources/what-giftedness
  • Noel, L., & Liub, T. (2017). Using design thinking to create a new education paradigm for elementary level children for higher student engagement and success. Design and Technology Education: An International Journal, 1(22), 501–512.
  • Odabaşı, H. F., Dursun, Ö. Ö., Ersöz, R. A., & Kılınç, H. (2018). Öğretmen Eğitiminde Yeni Bir Yaklaşım: Tasarımcı düşünme. B. Akkoyunlu, A. İşman, & H. F. Odabaşı (Eds.). Eğitimde Teknoloji Okumaları 2018 (pp.392-424). Ankara: TOJET.
  • Öngöz, S., & Sözel, H. K. (2018). Üstün Yeteneklilerin Eğitiminde Teknoloji Kullanımı. H. F. Odabaşı (Ed.). Özel Eğitim ve Eğitim Teknolojisi (pp. 91-114). Ankara: Pegem Akademi. DOI: 10.14527/9786052411773
  • Painter, D. (2018). Using Design Thinking in Mathematics for Middle School Students: A Multiple Case Study of Teacher Perspectives. Unpublished Master’s Thesis, Concordia University–Portland.
  • Rauth, I., Köppen, E., Jobst, B, & Meinel, C. (November, 2010). Design thinking: An educational model towards creative confidence. Paper presented at 1st International Conference on Design Creativity (ICDC2010), Kobe, Japan.
  • Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60, 18-24.
  • Retna, K. S. (2016). Thinking about design thinking: A study of teacher experiences. Asia Pacific Journal of Education, 36 (1), 5-19. DOI: 10.1080/02188791.2015.1005049
  • Romero, M., Lepage, A., & Lille, B. (2017). Computational thinking development through creative programming in higher education. International Journal of Educational Technology in Higher Education, 14 (42), 1-15. DOI 10.1186/s41239-017-0080-z
  • Root-Bernstein, R. S., & Root-Bernstein, M. (1999). Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People. New York: Houghton Mifflin.
  • Sak, U. (2014). Üstün Zekâlılar Özellikleri Tanılanmaları Eğitimleri. Ankara: Vize Yayıncılık.
  • Santos Ordóñez, A., González Lema, C., & Miño Puga, M. F. (2017, July). Design thinking as a methodology for solving problems: contributions from academia to society. Paper presented at 15th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnerships for Development and Engineering Education”, Boca Raton Fl, United States.
  • Scheer, A., Noweski, C., & Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education. Design and Technology Education: An International Journal, 17(3), 8-19.
  • Şahin, F. (2015a). Üstün Zekalı Öğrencilerin Eğitimine Yönelik Eğitsel Stratejiler. In F. Şahin (Ed.), Üstün Zekalı ve Üstün Yetenekli Öğrencilerin Eğitimi (pp.1-15). Ankara: Pegem Akademi.
  • Şahin, F. (2015b). Genel Eğitim Sınıflarındaki Üstün Yetenekli Öğrencilerin Eğitiminde Müfredat Farklılaştırma. In F. Şahin (Ed.). Üstün Zekâlı ve Üstün Yetenekli Öğrencilerin Eğitimi (pp.20-38). Ankara: Pegem Akademi.
  • Şahin, F. (2018a). Özel Yeteneklilerin Eğitimi Eğitsel Stratejiler ve Örneklerle Zenginleştirilmiş Müfredat Farklılaştırma Modelleri. Ankara: Nobel Yayıncılık.
  • Şahin, F. (2018b). Özel Yetenekli Öğrenciler ve Eğitimleri. In F. Şahin (Ed.). Müfredat Modelleri (pp.65-104). Ankara: Anı Yayıncılık.
  • Şencan, H. (2005). Sosyal ve Davranışsal Ölçümlerde Güvenirlik ve Geçerlilik. Ankara: Seçkin Yayıncılık.
  • Tomlinson, C.A. (1995). How to Differentiate Instruction in Mixed Ability Classrooms. Alexendria VA: Association for Supervision and Curriculum Development.
  • Tortop, H. S. (2015). Üstün Zekâlılar Eğitiminde Farklılaştırılmış Öğretim Müfredat Farklılaştırma Modelleri. Ankara: Genç Bilge Yayıncılık.
  • Treffinger, D. J., Jackson, J., & Jensen, B. (1996). Future Problem Solving Program: Past, Present, and Future. Ann Arbor, MI: Future Problem Solving Program.
  • VanTassel-Baska, J. & Brown, E. F. (2000). An Analysis of Gifted Education Curriculum Models. In F. A. Karnes, & S. M. Bean (Eds.), Methods and Materials for Teaching the Gifted (p.107-137). Waco, TX: Prufrock Press.
  • Wallace, B., Cave, D., Berry, A. (2009). Teaching Problem Solving and Thinking Skills Through Science. Abington, Oxon:Routledge.
There are 58 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Yunus Emre Avcu 0000-0001-8286-0837

Kemal Oğuz Er 0000-0001-6098-2067

Project Number 2018/066
Publication Date January 22, 2020
Published in Issue Year 2020

Cite

APA Avcu, Y. E., & Er, K. O. (2020). Design Thinking Applications in Teaching Programming to Gifted Students. Journal of Educational Technology and Online Learning, 3(1), 1-30. https://doi.org/10.31681/jetol.671621

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