Perception of justice in education through digital mind maps: Understanding gifted students’ perspectives on fairness and equity
DOI:
https://doi.org/10.63122/q10jb126Keywords:
Gifted students , Concept of justice , Social Studies education , Digital mind maps, Q methodAbstract
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.
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