The Effect of DNR Based Instruction İn Teaching Immune System to Gifted Students

Abstract

In this study, the possibilities and results of applying the DNR (Duality-Necessity-Repeated Reasoning) -based instruction for mathematics teaching and learning to the science teaching and learning of gifted students were investigated. 3 students diagnosed gifted and enrolled in Cevat Dursunoğlu Science and Art Center are composed of the sample of the study. SDT (Status Determination Test) , semistructured interviews, voice recordings and individual student reports were used to obtain data. In order to analyze data obtained from the study descriptive analysis of qualitative data analysis methods was used. In the case of the data obtained from the study, the students had to use the external evidence schemes in general when explaining the students with fragmanted and superficial level of understanding before the application. The ways of understanding reached a scientific level after the application, the evidence schemes that they preferred when making explanations rose to the levels of analytical evidence schemes.