Статьи журнала - International Journal of Progression and Development in Education (IJPADE)

The Metaphors Gifted Students Attribute to the Concept of Digital Citizenship

Fatih PALA

Статья

This study aims to identify the metaphors developed by gifted students attending Science and Art Centers (SAC) in Türkiye regarding the concept of digital citizenship. The research was designed using the case study model, one of the qualitative research approaches. The study group consisted of 100 students, all officially diagnosed as gifted and currently studying in grades 5 through 8 at SAC institutions. Data were collected through a form containing a single open-ended question: “Digital citizenship is like ... because ...”. The collected data were analyzed using the content analysis method. To enhance the reliability of the analysis, the coding process was carried out independently by two researchers, and the inter-coder reliability was calculated as 91.6%. As a result of the analysis, 20 different metaphors developed by the students were identified and grouped under four main themes: guidance and counseling, reflection and identity, ethical responsibility and development, and protection and security. Based on the research findings, eight key recommendations were proposed: integrating ethical responsibility into digital citizenship education, developing guidance and counseling methods, providing training on digital identity and security, utilizing metaphorical thinking techniques, encouraging continuous development and adaptation, fostering social responsibility and awareness, implementing digital safety and identity protection education, and ensuring the active involvement of families and the broader community in digital citizenship education. These findings highlight the importance of incorporating gifted students’ perceptions of the digital world into educational programs and demonstrate that metaphor analysis is an effective method for gaining in-depth insights into their values and levels of digital awareness.

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The Role of Social Studies Education in Building a Pandemic-Resilient Society

Hatice Kübra YILDIRIM, Erdoğan KAYA

Статья обзорная

The Social Studies course aims to educate students as active citizens who are sensitive to their environment and country. In this context, the social effects of biological disasters such as pandemics are not only a concern of natural sciences but also of social sciences, requiring a multidimensional approach. This study investigates the role of Social Studies education in coping with pandemics within the scope of disaster education. A basic qualitative research design was adopted. The study group consisted of 18 students and 5 teachers selected through criterion sampling from a middle school in Ankara. Data were collected using semi-structured interview forms tailored for students and teachers, as well as student-created cartoons. Descriptive analysis was employed to interpret the data. The findings indicated that students linked the Social Studies course to pandemic-related themes such as compliance with social rules, awareness of rights and responsibilities, communication skills, and media literacy. It was found that students particularly benefited from the “Individual and Society” and “Science, Technology and Society” learning domains. Teachers noted that the pandemic's relevance to real life, the interdisciplinary nature of the course, and its verbal structure supported the course’s effectiveness in addressing pandemic-related issues. However, they also emphasized the lack of specific content on pandemics and the insufficiency of class hours, suggesting the need for curricular improvement. Overall, the findings highlight the importance of Social Studies education in raising disaster-aware individuals and underline the necessity of using relevant learning domains effectively. Recommendations are offered for researchers and practitioners.

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