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All Journal Mimbar Sekolah Dasar Jurnal Pendidikan Fisika Indonesia
Ayık, Zekai
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Teacher Support Adaptivity in Physics Classroom for Gifted Students Ayık, Zekai; Gül, Muhammet Davut
Jurnal Pendidikan Fisika Indonesia Vol. 21 No. 1 (2025)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpfi.v21i1.14437

Abstract

Gifted students have varying learning characteristics and learning needs. In this respect, adapted support to their skills and learning characteristics during academic activities plays a key role in engaging in learning activities and achieving learning goals. Accordingly, this study focuses on teachers' support of adaptivity competencies during microteaching from the perspective of both gifted and nongifted students. To this end, a descriptive comparative method was adopted, and gifted (n=124) and non-gifted (n=205) students joined the study. An adapted version of the Questionnaire on Teachers’ Support Adaptivity was employed for collecting data. Data were quantitatively analysed including MANOVA and ANOVA. The results revealed that both groups perceived the support they received from teachers as slightly above and below average, meaning that teachers were not competent. In deep analysis, results indicated a significant difference between the two groups, but no difference between girls and boys. That is, gifted students are more disadvantaged than nongifted students since their teachers lack strategies in adapting their support to meet the different academic needs of their students. This study recommends that teachers need pre-service or in-service training to offer quality and appropriate support for gifted students, which is crucial in achieving learning goals.                                                                                                 
A Study on Effects of Multimodal Science Text Design on Meaning-Making of Science Content: Science Teachers’ Perspectives Ayık, Zekai; Coştu, Bayram
Mimbar Sekolah Dasar Vol 8, No 1 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v8i1.31331

Abstract

Numerous studies demonstrated that the meaning-making of scientific knowledge is affected by the design of multimodal science texts. Various modes are co-operated together in certain inter-semiotic mechanisms to produce meaning in multimodal texts. Based on this perspective, this research seeks to investigate the effect of mode level in science texts and compositional arrangement on the meaning-making of science concepts and processes. In this context, four science texts with the same content (transformation of energy) at different mode densities and two science texts with the same content (covalent bonding) one of which is arranged in accordance with variation theory of learning are designed. By using the case study method, this research explored six experienced science teachers’ views about the effects of mode level and multimodal text composition on meaning-making. The data were collected with semi-structured interviews. The thematic analysis was employed for data analysis. The findings demonstrated that mode density may affect meaning-making and so learning since different modes have affordance to represent different meaning and meaning relationship types. Besides, multimodal text composition may foreground the critical aspects of content, and help to design a coherent multimodal science text.
Co-Authors Costu, Bayram Gül, Muhammet Davut