Examination of parents' anxıety about their gifted children's education (original) (raw)
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Training of parents of gifted and talented students
2015
In the paper there are analysed the organisation, conduct and results from training of parents of gifted and talented children as a part of the work for the GATE Project 2013-1-TR1-LEO04-47702. A special attention is paid to providing theoretical and practical help to parents so that they are able to recognize, support and fully help the realization of the gifted child. Purpose: To give the parents of GAT children the opportunity to get acquainted more closely with the phenomenon of giftedness so as they become able to more easily recognize any manifestations of the gift in their own children, learn about the characteristics of their personality, understand better their difficulties and problems and work with them at home. Results: The knowledge of what types of characteristics are 'normal' for talented/gifted young people was provided. The difficulties which GAT students encounter at school and at home, were outlined. Main problems with working with gifted children were identified. Conclusions: In the modern society it's extremely necessary to create tolerance and pro-active format in the parents' attitude towards the problems of their GAT children and to support the parents in the process of constructing maximum favourable conditions for the development of giftedness and creativity in their children.
A study on determining the needs of gifted individuals based on parental views
Journal of Education Culture and Society, 2017
Ensuring that gifted individuals receive differentiated and enhanced education, which is suitable for their areas of skills and developmental characteristics, will contribute to revealing their skills and developing their multiple developmental areas to bring them to upper levels. The purpose of this study is to determine the needs of gifted individuals by developing a curriculum which considers their educational needs. In the scope of this study, interviews were made with ten parents using the Snowball Sapling Method. The questionnaires used in the interviews were prepared in a semi-structured manner in light of variables determined from the literature on the subject. Interviews were made by two researchers. The two researchers assessed data obtained separately; and thus, codes of study were obtained. Themes were formed according to common components of the codes. Three main themes were formed on needs analysed in light of data obtained from the literature on the topic. These themes were "Characteristics of Gifted Individuals"; "School and Expectations from It"; and "Being Parents of Gifted Individuals". These themes were separated into sub-themes. The parents explained "different behaviour patterns of their gifted children," "characteristic of their children" and "situations their gifted children like/do not
2021
The aim of this research is to determine the quality of Turkish education in science and art centers (SACs) through the opinions and practices of teachers and students. In this research is a qualitative research where a case study design was adopted. The study group of this research was chosen as 19 teachers and 29 students from various SACs from different regions of Turkey in the 2017-2018 Academic Year. Data were collected through the semi-structured teacher and student interview forms, semi-structured observations, reflective journaling, and documents. The collected data were analyzed using content analysis and descriptive analysis methods. It was found out that teachers who attend Turkish courses in SACs make different adjustments in curriculum according to the characteristics of gifted students and enrich the activities, use various methods and techniques, use various materials that attract students' attention in the teaching process and different assessment. It has been determined that students have positive opinions about Turkish education in SACs. It will be useful to organize training for teachers in cooperation with universities on new methods and techniques to support differentiation and enrichment. It will be beneficial to develop visually rich, technology-based and game-based materials for SACs Turkish lessons.
Journal for the Education of Gifted Young Scientists, 2017
In this study, it is aimed to examine the Science and Technology teachers' attitude and views related giftedness and gifted education. This research used both qualitative and quantitative research designs, is a mixed pattern research. The study group of the research consists of 111 Science and Technology teachers in the academic year 2011-2012 in the province of A. These participants were applied Teacher Attitude Scale towards Gifted Education (TASGE) as collection of quantitative data. For obtaining qualitative data, semi-structured interview was used with four science and technology teachers. For the analysis of quantitative data, percentage, frequency, t-test and analysis of variance were used. The data obtained from the interview were subjected to content analysis. As a result, science and technology teachers' attitudes towards gifted education were found to be slightly above the undecided attitude. In addition, science and technology teachers stated that supportive education for gifted children in Science and Art Centers (SACs) was insufficient and they adequately could not cooperated with this institution.
Gifted Students' Analogies towards Science and Arts Centres
Educational Policy Analysis and Strategic Research
This study investigated the gifted students' analogical perceptions of science and arts centres (SACs). Qualitative research method has been adopted. The data were collected from 4th and 5th graders selected through the purposive sampling through an interview form developed by the researchers. The participant students' analogical expressions for SACs were analysed through the content analysis method. The students were required to make analogies between SACs and eight themes (e.g. cars, games, occupations, clothes, subjects, stories, scientists and relatives) by justifying them. The content analysis results of their responses indicated that the gifted students held quite positive perceptions of SACs and that these centres fulfil the goals and objectives identified by MoNE. SACs were mostly compared to speedy cars, challenging games that require use of mind and strategic thinking, warm clothes, occupations that require self-sacrifice, patience and dedication, numerical courses, close relatives, the most popular stories/ tales of the world literature and the scientists most of whom lived in 19th and 20th century. This study is important in terms of pointing out that there is a positive relationship between the attitudes of SAC students towards educational institutions and their academic success.
Some schools appear with warm and pleasant atmosphere where students feel independent. But in some other schools it is hostile and prison like, where students and teachers are in strain at all times. There are schools with good building, play ground, good Library and Laboratory facilities, and they provide many opportunities to the students to participate in activities according to their taste and thus they can develop their talents. On the other hand there are schools where some or all these facilities are denied to the students. Such a difference in the school atmosphere can have serious effects on students, attitude towards schools and their achievement.
Science Education of Gifted Students at Intellectual Area: A Case for Science Art Centers
This study discusses gifted science students’ learning-teaching process in the content of student, teacher, and teaching program and thus, aims to identify the deficiencies of gifted science students at science education process. Data gathered with the help of document review, questionnaire, and interview methods. First, student-teacher selection processes and teaching programs at Science Art Centers in Turkey, where gifted students are educated, were investigated. In the second phase, 60 gifted students from the intellectual area at the second part of the primary schools in the Bayburt, Sinop and Trabzon Science Art Centers were administered a questionnaire. In addition, 14 science teachers were interviewed. Based on the findings, there appeared many important problems at gifted students’ teacher selection and their working processes. Some applications regarding gifted student identification process has also brought a lot of problems, which need to be solved as soon as possible.
Primary School Teachers' Experiences in the Identification of Gifted Students and Nominating Them to Science and Art Centers, 2023
Introduction: This study aims to examine the experiences of primary school teachers in the identification of gifted students and nominating them to science and art centers. Method: This research was carried out within the scope of phenomenology design, one of the qualitative research designs. The research study group was determined by the criterion sampling method, one of the purposeful sampling methods. The research study group consisted of 15 primary school teachers working in İstanbul. The study data were obtained through semi-structured interview forms developed by the researchers and personal interviews conducted with the study group. The data were analyzed by content analysis. Researcher triangulation was used in the analysis of the data. To minimize data loss, the data were recorded with a voice recorder. Findings: According to the study's findings, it was determined that the classroom teachers took into account the students' cognitive, affective, and social characteristics while identification them with giftedness and made observations depending on the process. Discussion: Although many features are used to identify gifted students when the relevant literature is examined, it has been determined that cognitive features are frequently used in the identification of gifted students.
Journal of Educational Psychology Studies, 2017
The aim of this study was to review of the current and optimum contents in Isfahan schools for gifted students. In order to run the research, a mixed method was applied. The research population included all the students and teachers in Isfahan gifted schools, and the qualitative and quantitative sampling methods included typical sampling and random ones, respectively. Data collection instruments included semi-structured interview and the questionnaire was a researcher-made one. In order to evaluate the validity in the qualitative segment, triangulation and check member was applied, while in the quantitative segment, content validity, conformity factor analysis, and Cronbach's alpha were applied. The results revealed that based on the teachers and students' point of view, the present contents were not functional and they were just some general ones. They didn't consider the needs and interests either, and ignored the common lessons. As the samples stated, optimum contents should follow some principles like having practical activities, up-to-date technical contents, the presence of the supplementary textbooks, reasoning with structural logic for the discussions, considering teens' challenges, needs and interests. Reviewing these items with a qualitative questionnaire approved the students' ideas in a wide range.
The purpose of this study is to analyze scientific literacy levels relevant to science and technology classes among gifted students that participate in scientific activities at science and art centers. This study investigated whether there was a significant difference in scientific literacy levels among gifted students according to the areas of their giftedness (science, mathematics, and social sciences) and the extent to which they participated in enrichment activities. The study also compared scientific literacy levels among the gifted students who participated in scientific activities at science and art centers and the students who received formal education and were not identified as gifted. Seventy-seven students from Afyon Aydın Doğan, Bayburt, Elazığ and Konya Science and Art Centers (as called BILSEM in Turkish) SACs constituted the sample of the study. The Scientific Literacy Scale developed by Keskin (2008) was used to determine scientific literacy levels among students. The Enrichment Scale was developed by the researchers to specify to what extent the respondents profited from enrichment activities. Arithmetic averages were calculated to determine scientific literacy levels and levels of enrichment strategies. Standard deviation, t-test, and variance analysis were used to establish the relationship between scientific literacy levels, areas of giftedness, and enrichment strategies. The findings of the study concluded that scientific literacy levels did not vary according to areas of giftedness, but they varied according to levels of participation in enrichment activities. The study also found higher scientific literacy levels among the gifted students compared to the students that attended formal education and were not identified as gifted. (2015).Analysis according to certain variables of scientific literacy among gifted students that participate in scientific activities at Science and Art Centers. Journal for the Education of Gifted Young Scientists, 3(1), 1-12. DOI: http://dx.doi.org/10.17478/ JEGYS.2015110568 Journal for Educating Gifted Young Scientists (JEGYS) covers issues such as differentiated instruction in mathematics, science and social sciences for gifted students, education and training of the young scientist, giftedness, gifted education, scientific creativity, educational policy on science and math education for gifted students, teaching of the history and philosophy of science, teaching techniques and activities in the education of the gifted young scientist, is a scientific and academic journal. JEGYS aims to be a scientific media sharing scientific research, practices, theories and ideas about gifted education and education of the gifted young scientist. The JEGYS is an international refereed scientific journal which publishes review and research article, teaching techniques and activities for the education of the gifted young scientist, book reviews and interviews in Turkish and English. Submitted articles are evaluated in a double blinded peer-reviewed fashion. The JEGYS is an open access journal, published two issues a year. The JEGYS holds copyrights for all articles published in the journal. Authors are responsible for article contents published in the journal.