Effect of the Integrated Curriculum Model on Writing Skills

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dc.contributor.authorUsenti, Ülkü Akca
dc.contributor.authorDavasligil, Zekiye Umit Tulin
dc.date.accessioned2024-07-12T21:40:08Z
dc.date.available2024-07-12T21:40:08Z
dc.date.issued2021en_US
dc.department[Belirlenecek]en_US
dc.description.abstractThe subject of the research is the effect of differentiated teaching applications based on The Integrated Program Model prepared to be used in Turkish lessons on gifted and talented students' writing skills (narrative writing-descriptive writing). The Integrated Program Model, which is based on critical thinking was adapted to our country and units including literary analysis were created. These units were applied to the students and after the application, the students' situation regarding their writing skills was evaluated. The study group in the research was selected among gifted and talented students who were going to primary schools in Dilzce and participants of Dilzce BILSEM. The study group consisted of 11 experimental and 11 control group students, who were between the ages of 10-11 and identified as gifted and talented. The equalization of the experimental group and the control group was conducted using the WISC-R Test scores applied by the RAM and the Writing Assessment Scale scores. These scores were also used as pre-test and post-test scores for the experimental group and control group. While differented program activities were applied to experimental group students, the control group students continued their education with the curriculum applied in BILSEM. Man Whitney-U Test and Wilcoxon Marked Ranks Test were used in the analysis of the data obtained after the last tests applied to determine the effectiveness of the teaching applications. Findings show that differentiated teaching applications have a meaningful effect on the writing skills of the gifted and talented students.en_US
dc.identifier.doi10.16986/HUJE.2020062038
dc.identifier.endpage757en_US
dc.identifier.issn2536-4758
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85112099911en_US
dc.identifier.scopusqualityN/Aen_US
dc.identifier.startpage742en_US
dc.identifier.trdizinid490425en_US
dc.identifier.urihttps://doi.org/10.16986/HUJE.2020062038
dc.identifier.urihttps://search.trdizin.gov.tr/yayin/detay/490425
dc.identifier.urihttps://hdl.handle.net/20.500.12415/7158
dc.identifier.volume36en_US
dc.identifier.wosWOS:000680749200014en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isotren_US
dc.publisherHacettepe Univen_US
dc.relation.ispartofHacettepe Universitesi Egitim Fakultesi Dergisi-Hacettepe University Journal of Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.snmzKY05025
dc.subjectGifted And Talented Studenten_US
dc.subjectThe Differentiated Turkish Teaching Applicationsen_US
dc.subjectWriting Skillsen_US
dc.subjectDescriptive Writingen_US
dc.subjectNarrative Writingen_US
dc.titleEffect of the Integrated Curriculum Model on Writing Skillsen_US
dc.typeArticle
dspace.entity.typePublication

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