To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?
Yazarlar (2)
Doç. Dr. Muhammet Davut GÜL
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Yıldız Teknik Üniversitesi, Türkiye
| Makale Türü | Özgün Makale |
| Makale Alt Türü | Diğer hakemli uluslarası dergilerde yayınlanan tam makale |
| Dergi Adı | Elementary School Forum |
| Dergi ISSN | 2355-5343 |
| Dergi Tarandığı Indeksler | Journals Indexed in Eric |
| Makale Dili | İngilizce |
| Basım Tarihi | 04-2021 |
| Cilt No | 8 |
| Sayı | 1 |
| Sayfalar | 55 / 80 |
| DOI Numarası | 10.17509/mimbar-sd.v8i1.31333 |
| Makale Linki | https://ejournal.upi.edu/index.php/mimbar/article/view/31333 |
| Özet |
| Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of |
| Anahtar Kelimeler |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Google Scholar | 7 |