PERCEPCIÓN DE LA JUSTICIA EN LA EDUCACIÓN A TRAVÉS DE MAPAS MENTALES DIGITALES: COMPRENDIENDO LAS PERSPECTIVAS DE LOS ESTUDIANTES DOTADOS SOBRE LA EQUIDAD Y LA IMPARCIALIDAD
DOI:
https://doi.org/10.63122/q10jb126Palabras clave:
Estudiantes dotados, Concepto de justicia, Educación en Ciencias Sociales, Mapas mentales digitales, Método QResumen
El propósito de este estudio es investigar las percepciones de los estudiantes dotados con respecto al concepto de "justicia" en la asignatura de Ciencias Sociales mediante el uso de mapas mentales digitales y el método Q. La investigación se llevó a cabo utilizando el método Q, uno de los enfoques de investigación cualitativa. Los participantes fueron seleccionados mediante un muestreo intencional entre estudiantes dotados de 6.º, 7.º y 8.º grado que asisten a un Centro de Ciencia y Arte (CCA) en Turquía. Durante la recopilación de datos, se presentaron a los estudiantes actividades con mapas mentales digitales y tarjetas Q relacionadas con el concepto de justicia. Se pidió a los estudiantes que clasificaran estas afirmaciones según sus percepciones subjetivas. Los datos recopilados fueron analizados mediante análisis factorial y se visualizaron las formas en que los grupos de estudiantes conceptualizaron la noción de justicia. Los resultados revelaron que las percepciones de justicia de los estudiantes variaban según temas como las necesidades individuales, la equidad social y la igualdad. Además, se observó que los mapas mentales digitales contribuyeron a los procesos de pensamiento conceptual y de construcción de significado de los estudiantes. Este estudio aporta tanto a la diferenciación del contenido para estudiantes dotados en la enseñanza de Ciencias Sociales como a los enfoques pedagógicos asistidos por tecnología.
Palabras clave: Estudiantes dotados, Concepto de justicia, Educación en Ciencias Sociales, Mapas mentales digitales, Método Q
Abstract
The purpose of this study is to investigate the perceptions of gifted students regarding the concept of "justice" in Social Studies through digital mind maps and the Q method. The research was conducted using the Q method, which is one of the qualitative research designs. Participants were selected through purposive sampling from 6th, 7th, and 8th-grade gifted students attending a Science and Art Center (SAC) in Turkey. During data collection, students were presented with digital mind map activities and Q cards related to the concept of justice. The students were asked to rank these statements according to their subjective perceptions. The collected data were analyzed through factor analysis, and the ways in which student groups conceptualized the notion of justice were visualized. The findings revealed that students' perceptions of justice varied according to themes such as individual needs, societal fairness, and equality. Additionally, it was observed that digital mind maps contributed to the students' conceptual thinking and meaning-making processes. This study contributes to both content differentiation for gifted students in Social Studies instruction and technology-assisted pedagogical approaches.
Key words: Gifted students, Concept of justice, Social Studies education, Digital mind maps, Q method
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