Abstract
The purpose of this study is to identify the usage status of self-regulation strategies at Science and Art Centers (BILSEMs) that provide the gifted students with education in Turkey. This research was designed within qualitative study and survey model was used. It was conducted with 24 teachers at Science and Art Centers each in the Western Black Sea, Marmara and Aegean regions in Turkey. The teacher interview form designed by the researchers was used as the data collection instrument. Descriptive analysis and content analysis methods were used for analyzing the data. It was concluded in the research that the teachers do not find themselves competent about self-regulation strategies. The most observed self-regulation deficiencies among BILSEM students are deficiencies of motivation and meta-cognitive strategies. The teachers think that BILSEM curricula do not aim to bring self-regulation skills to students. It was determined that the activities performed by teachers in BILSEM curricula (Adaptation, Supportive Education, Realizing Individual Abilities, Improving Special Skills, and Project) are rather for actualizing motivation, meta-cognitive and cognitive strategies.
Highlights
Students’ planning in the project production, the statement “Educational-instructional environments are regulated in the way that they are open to any kind of environmental conditions, multi-purposive and open to social and psychological operation and motivating” [14] for increasing student motivation and the statement “...Scientific research techniques are utilized in the education in association with natural sciences, mathematics, linguistic arts, social sciences, art, music and similar fields” for ensuring organization strategies remind of self-regulated learning in the directive. This is a descriptive study which aimed to identify the use of self-regulation strategies at Science and Art Centers providing the gifted students with education in Turkey
As for the teacher opinions which stated that the students are deficient in meta-cognitive strategies, they reported that the students do not have goals and cannot make plans
The study indicates that it has some important results on self-regulation strategies used at Science and Art Centers (BİLSEM)
Summary
Self-RegulationRegarded as one of the main principles of social cognitive theory, self-regulation is described as a constructive process through which students set objectives for learning and regulate and control their own cognitions and behaviors [1] while, according to [2], it is the act of setting objectives, developing strategies to achieve those objectives and controlling what has been gained by the strategies. [3] argues that individuals must acquire the ability to manage their own behaviors in the face of environmental events and the information required for using that ability under appropriate circumstances. When recognizing self-regulation as students’ internalization of the signs needed for thinking, solving the problems and showing a behavior, the first step of self-regulation is accepting that everything has a meaning, the second one is practicing, and the third one is using the signs needed for thinking and solving the problems [6] In this process, self-regulation includes activities such as focusing on information, organizing the information to remember it later, coding and rehearsing the learned information; efficient use of sources and providing productive studying environment, valuing the learning, knowing the factors that affect learning, and being proud of and happy with one’s effort to learn [5] Self-regulation includes activities such as focusing on information, organizing the information to remember it later, coding and rehearsing the learned information; efficient use of sources and providing productive studying environment, valuing the learning, knowing the factors that affect learning, and being proud of and happy with one’s effort to learn [5].
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