Özet:
Meeting the pedagogical needs of gifted students in science classroom requires specific
pedagogical strategies and the competencies of teachers. In gifted science classroom,
this competency includes designing didactic texts which foster meaning making
(internalized learning product) of content and creativity in externalized learning
products. Informed by multimodality and social semiotics, this study aims to develop a
professional development model (intervention) that will develop multimodal didactic
science text design competencies of science teachers of gifted of gifted students. The
multimodal didactic science texts are expected to support (1) meaning-making of
science content and (2) creativity in learning products. The intervention model has been
developed within educational design research methodology. Six experienced in-service
science teachers who work in schools of gifted students (BILSEM). Data is continuously
gathered by interview data and participant’s multimodal text designs. Data analysis was
done both qualitatively and quantitatively. The developmental progress of participants’
text design competency was the monitor of the development of the training program.
The development of intervention model involves a preliminary phase, development
phase (prototyping), and evaluation phase. The developed training model consists of
design principles and two hypothetical learning trajectories that have their own learning
goals, content, learning activities, and assessment tools. Learning activities in a HLT
involve awareness, recognize, overt instruction, design, feedback, and re-design
activities. In the end of the study, it was observed that the training model for multimodal
didactic science texts design significantly improved the design skills of the participant
teachers in the expected direction and the program was developed for future
implications.
