Nomination process is the first stage of the identification process. The effectiveness and efficiency in nomination process of teachers trained and not trained on gifted students were examined in this study. Static group comparison or nonequivalent control group design was used. Teacher rating scale, information form and Raven's Standard Progressive Matrices Plus (RSPM+) were used as the data collection tools. Teachers' effectiveness and efficiency ratios in the identification process were calculated in the data analysis. In identification , efficiency is ratio of number of gifted students identified by teachers to number of students nominated. Effectiveness in identification is the ratio of the number of gifted students identified by teacher to number of students are really gifted. The result showed that the effectiveness and efficacy of teachers attaining training are higher than those not trained.

The current study explored the influence of birth order and family size on academic achievement, divergent thinking (DT), and problem finding (PF) with a sample of 156 gifted male and female Arab students (M= 12.21 years, SD= 1.75). Regarding academic achievement, it was found that first-borns possessed higher grade point averages (GPAs) than did other-born children. Family size was also related to academic achievement-participants from smaller-sized families had significantly higher GPAs compared with gifted students from middle-and large-sized families. As for the influence of birth order and family size on both DT and PF, a multivariate analysis of variance showed significant differences for birth order and the interaction between birth order and family size in the originality dimension of PF. Non-significant differences were found concerning family size. The follow-up analyses of variance showed that later-born gifted students scored higher than first-, second-, third-, and fourth-born children in PF originality. Later-born gifted students who scored higher on originality were from smaller families. No significant influences for birth order and family size were found concerning fluency for both DT and PF as well as DT originality. Limitations and future directions are discussed.

[Punitive] perspectives on artistic education and aesthetic knowing in classrooms void of creative expression. And how to get it back.
(A critique and response to the question:
What impact would art education have on creative cognition in both students’ ability to problem solve and on teachers’ ability to teach with passion as co-learners?)

The aim of this study was to identify the level of academic self-concept among gifted students with low academic achievement in Jordan considering gender variables and the school stage. The study sample consisted of (110) students of gifted students with low academic achievement from schools of excellence consisted of 60 Male, and 50 Female students from high and middle schools during the first semester of the academic year 2017/2018.

To achieve the objectives of the study, the researchers developed a measure of the concept of the academic self, and verified the signs of sincerity and stability. The results showed that the level of academic self-concept among gifted students with low academic achievement was low and there were no statistically significant differences in the level of academic self-concept among gifted students with low academic achievement due to the gender variable and the school stage. The researchers recommend focusing on investigating the factors that can contribute to reducing the academic achievement of gifted students and the need to maintain a high level of academic self-concept among students of both sexes and from different levels of study.

The  project-based  learning  approach  is  a  learning model  that  encourages  the  active  participation  of  gifted students,  supports  high-level  cognitive  activities,  requires  a  wide  range  of  tools  and  resources,  consider academic and social skills together and emphasizes the use of technology. technology. This study is based on the  learning  experiences  of  gifted  children  designed  with  project-based  approach.  The  study  employed  a holistic single-case embedded design, one of the qualitative research designs. The study group of the research consists  of  four  gifted  students  in  a  Science  and  Art  Center  in  the  South  Marmara  Region.  Criterion sampling,  one  of  the  purposeful  sampling  types,  was  used  to  determine  the  study  group.  Learning experiences  of  the  gifted  children through  project-based  learning  approach  were  determined  via  reflective journals.  The  data  in  the  reflective  journals  written  by  gifted  students  were  given  with  direct  quotations within the framework of the main theme and sub-themes, and inferences and interpretations were made. It was found out that gifted children have an advanced level reflective writing ability. It was also observed that participants grounded their projects with real-life problems and made inter-disciplinary connections in their reflections.  Besides,  bearing  the  character  traits  of  gifted  children,  the  participants  effectively  used  higher-level thinking skills ad cognitive strategies.
Keywords:Project-based learning;gifted students;reflective journals;academic skills;social skills

U psihologiji glazbe više je pojmova koji označavaju uspješno izvođenje, opažanje i stvaranje glazbe. Najčešće su to: glazbeni talent, glazbena darovitost, muzikalnost i glazbena sposobnost. Otkrivanje darovitosti u glazbi događa se već prije šeste godine djetetova života. No, nije uvijek tako. Neprimjećivanje djetetove darovitosti često se događa kod one djece koja nemaju pozitivno obiteljsko okruženje ili su zbog svoje strastvene nepokornosti i neovisnosti društveno obilježena ili izolirana. Stoga nije rijedak slučaj neprepoznavanja glazbenih talenata u općeobrazovnome školskom sustavu. Još veću odgovornost ima učitelj onoga učenika čiji roditelji nisu motivirani i sposobni za preuzimanje brige oko razvijanja nadarenosti. Cilj je istraživanja bio ispitati na koji način učitelji individualne nastave (nastave instrumenta) u glazbenoj školi prepoznaju darovite učenike, na koje poteškoće nailaze u radu s njima, kakva je suradnja s roditeljima te djece i što bi promijenili u obrazovnom sustavu kako bi taj proces bio što uspješniji. Istim pitanjima intervjuom su ispitani i učitelji razredne nastave općeobrazovne škole. Upravo su oni nakon obitelji prvi prepoznavatelji ranih signala glazbene darovitosti. Oni će, u slučaju zanemarivanja talenta od strane obitelji, sami predložiti daljnje glazbeno obrazovanje darovitoga djeteta. Dobiveni rezultati pokazali su vrlo dobru upućenost učitelja instrumenta u glazbene sposobnosti i razumijevanje darovitosti u glazbi. Isto tako, učitelji razredne nastave raspolažu s dovoljnom količinom znanja o glazbenoj darovitosti i svjesni su svoje važne uloge u njezinu prepoznavanju. I jedni i drugi naveli su nekoliko smjernica po kojima bi rad s darovitima trebao težiti. Došlo se do spoznaje koji su nedostatci u obrazovanju glazbeno darovitih učenika, obrazovanju učitelja za rad s glazbeno darovitom djecom te su predložene smjernice za bolju suradnju škole, obitelji i nadležnoga ministarstva u obrazovanju glazbeno darovitih učenika.

The aim of this research was to identify gifted middle school students’ opinions and suggestions about leadership and leadership education. For this purpose, 65 gifted middle school students who have been attending the Science and Art Center were interviewed by using the focus group. The gifted students were asked open- ended questions about leadership and leadership training. Qualitative content analysis was employed. The results of the focus group interviews showed that majority of gifted students did not want to be a leader in the future because of some reasons including lack of self-confidence and avoiding taking responsibility. But the majority believed that leadership could be improved through training and wanted to participate in leadership training in schools. The participants suggested some various ways for leadership improvement of students in the schools such as teamwork or giving responsibilities.

This paper presents findings from two separate research projects conducted between 2012 and 2015, which together examined the experiences of 19 twice exceptional children. The first study used a mixed methods approach with eleven students to investigate their educational experiences through quantitative instruments and in-depth interviews. The second study used narrative case study inquiry methods to elicit eight children's in-school and out-of-school experiences of being twice exceptional, using the unique method of interviewing the children in their own home settings. Relatively little is known about the educational experiences of twice exceptional children, particularly in Australia, and how their experiences may contribute to our understanding of individual needs. Findings across both studies point to twice exceptional children's insights about their giftedness and their disability. These insights reflect feelings of being different to their peers, issues with interpersonal relationships; such as bullying and limited understanding from others. Many of these experiences increased stress and anxiety levels, which were further exacerbated by some educators' frequent focus on disability rather than ability. These negative experiences were often ameliorated by out-of-school support, personal interests, and both parental and self-advocacy. Together, the findings across these two studies provide new understandings about these children's experiences.

This article will examine the potential connection between giftedness and suicidal attempts or death thoughts among children. At
the first stage I will present the findings from the research literature about concepts of death and suicide in gifted and non‐gifted
children. Afterwards, I will summarize the literature about suicide among gifted children. Finally, a list of characteristics of giftedness
that might be risk factors and require the attention of parents and therapists of young gifted children will be presented.

1939) : Analysis of motifs in images, stories, and allegories; interpretation of themes through historical, cultural, or social context; revelation of "symbolic values"; iconographic synthesis; and discovery of intrinsic meaning. ART HISTORY Rushing, W. J. (1987). Ritual and myth: Native American culture and Abstract Expressionism. In E. Weisberger (Ed.), The spiritual in art: Abstract painting 1890-1985 (pp. 273-296). Los Angeles, CA: Los Angeles County Museum of Art; New York: Abbeville Press. Tucker, M. (1992). Dreaming with open eyes: The shamanic spirit in 20th century art and culture. San Francisco, CA: Aquarian/Harper. Levy, M. (1993). Technicians of ecstasy: Shamanism and the modern artist. Norfolk, CT: Bramble Books. Weiss, P. (1995). Kandinsky and old Russia: The artist as ethnographer and shaman. New Haven, CT: Yale University Press.

Gifted students have peculiarities that make their learning noticeably different from their peers. If this distinctiveness is not taken into consideration in teaching, the efficacy of their learning can be affected. In language learning, the particularities demonstrated by gifted students set their development of the foreign language completely apart from that of their schoolmates. The essay describes how gifted students learn a foreign language and examines the main mistakes that can be made in assessing their learning. Some proposals are then described in order to avoid the main mistakes.

Denita Benyshek is a professional artist and doctoral candidate in the psychology of spirituality and consciousness at Saybrook University. Benyshek shares the life events that led her to study at Saybrook. She describes the serendipitous meeting with her future mentor, Ruth Richards, an eminent scholar on creativity. A metaphor from chaos theory, the butterfly effect, illustrates how one comment from Richards led Benyshek into an international network of scholars, conference presentations, and publications. Mentors are compared with gifted educators and gifted mentorship is discussed. Saybrook University's role, as a gifted institutional mentor, is considered and recommendations are made, including an endowed chair in creative studies, teaching assistantships, conference travel grants, courses in professional practices, and additional support for the essay and dissertation proposal process. Benyshek also proposes a new, innovative program for Saybrook - a master of fine arts degree in transpersonal, humanistic, and socially transformative arts. Finally, ideas for future studies of mentorship are offered.

Öz Bu araştırmada bilim ve sanat merkezlerinde öğrenim gören özel yetenekli öğrencilerin sahip oldukları değer-ler açısından diğer öğrencilerden farklı olup olmadıklarının öğretmen görüşleri doğrultusunda ortaya koyulma-sı amaçlanmaktadır. Nitel yaklaşıma uygun olarak desenlenen araştırma olgubilim çerçevesinde yürütülmüştür. Araştırmanın çalışma gurubu amaçlı örnekleme yöntemlerinden ölçüt örnekleme tekniği ile belirlenen bilim ve sanat merkezinde görev yapmakta olan 13 öğretmenden oluşmaktadır. Bu doğrultuda bilim sanat merkezinde gö-rev yapan öğretmenlere uygulanmak üzere açık uçlu sorulardan oluşan yarı yapılandırılmış görüşme formu alan yazın doğrultusunda uzman görüşü ve pilot uygulama aşamalarından geçirilerek geliştirilmiştir. Yapılan görüşmeler sonucunda elde edilen veriler betimsel analiz tekniğinden yararlanılarak çözümlenmiştir. Öğretmen görüşlerinden elde edilen bulgulara göre, bilim ve sanat merkezinde öğrenim gören özel yetenekli öğrencilerde en fazla özgüven ve doğruluk değerlerinin, bilim ve sanat merkezinde öğrenim görmeyen öğrencilerde ise vefa ve sevgi değerlerinin gözlendiği tespit edilmiştir. Ayrıca öğretmenler bilim ve sanat merkezinde öğrenim gören ve görmeyen öğrencilere empati ve sorumluluk değerlerinin kazandırılması gerektiği hususunda görüş bildirmişlerdir. Öğretmenler, bilim ve sanat merkezinde öğrenim gören öğrencilere değerler eğitimine yönelik programların uygulanması ve uygulanacak değerler eğitimi programının örtük program çerçevesinde gerçekleştirilmesi gerektiğini ifade etmişlerdir. Öğret-men görüşlerine göre, bilim ve sanat merkezlerinde ve diğer okullarda öğrenim gören öğrenciler arasında özgüven, vefa, sevgi, saygı, cesaret gibi değerlere sahip olma açısından farklılıklar görüldüğü tespit edilmiştir. Anahtar Kelimeler: özel yetenekli öğrenciler, üstün yetenekli öğrenciler, bilim ve sanat merkezi, değerler eğitimi, değer. Abstract This study aims at identifying whether or not the gifted students attending science and art centres differ from the others in relation with the values they hold from the teachers' point of view. Designed with the qualitative research approach, the study was conducted in the framework of phenomenology. Study group was selected from science and art centers by using the criterion sampling under purposed sampling. 13 teachers participated in this study. For collecting study data, a semi-structured interview form consisting of open-ended questions was prepared in reference to the literature. The interview questions were revised according to experts' opinion and pilot implementation was conducted so that measures could be taken as necessary. The data collected from the participant teachers were analyzed with descriptive analysis. The examination of the teachers' views revealed that values of self-confidence and righteousness have the highest frequency. On the other hand, loyalty and love were found to be the most common values among students from other schools. The teachers' views suggest that the values of empathy and responsibility should be given to students in both science and art centres and other schools, values education should be included in the curriculum for students studying in science and art centres, and such values education should be carried out within the framework of the covert curriculum. Lastly, particularly difference was found between self-confidence, loyalty, love, respect and courage values held by the students studying in science and art centres and studying in other schools.

Science should be taught in certain ways in order to lead and encourage students to get the optimum results in education. The use of the inquiry method in teaching science, especially for gifted students is more sound than other strategies. Some researchers such as , on the matter of inquiry showed that only advanced learners shown how to construct new knowledge from the text. argued that teachers whose pedagogical approach promoted inquiry were more successful than those who implemented a direct teaching approach. Others issues regarding science and studies related will be discussed.

Le haut potentiel est une spécificité méconnue du grand public et dont l’école et l’industrie suisses ne font pas assez cas. Cette absence de prise en compte active et constructive a des coûts humains, médicaux et économiques énormes, et a des répercussions sur la société dans son ensemble: non seulement elle empêche la réalisation du potentiel et le bien-être de tout un pan de la société, mais elle prive également l’ensemble de la communauté de forces vives. Ce volume propose des solutions simples, efficaces, et peu coûteuses pour y remédier.

This study examined gender-role stereotyping as a correlate of career aspirations among gifted senior secondary school students in Niger State, Nigeria, using descriptive survey design and a sample size of 178 senior secondary school two (SSS-II) gifted students through purposive sampling technique. Three instruments were used for data collection, namely: Occupational Checklist (OCL); Personal Attitudes Questionnaire (PAQ) and Attitudes towards Students Scale for Adolescents (ASSA). Findings from the study show that male students were interested in a significantly greater number of careers and they showed greater gender-role flexibility in their career aspirations than their male counterparts. The male students, on the other hand, aspired for careers that were significantly higher in education attainment and prestige level. It is concluded that the strength and direction of the relationships between career aspirations and gender-related personality attributes varied by gender. Based...

This study examined gender-role stereotyping as a correlate of career aspirations among gifted senior secondary school students in Niger State, Nigeria, using descriptive survey design and a sample size of 178 senior secondary school two (SSS-II) gifted students through purposive sampling technique. Three instruments were used for data collection, namely: Occupational Checklist (OCL); Personal Attitudes Questionnaire (PAQ) and Attitudes towards Students Scale for Adolescents (ASSA). Findings from the study show that male students were interested in a significantly greater number of careers and they showed greater gender-role flexibility in their career aspirations than their male counterparts. The male students, on the other hand, aspired for careers that were significantly higher in education attainment and prestige level. It is concluded that the strength and direction of the relationships between career aspirations and gender-related personality attributes varied by gender. Based on the findings, recommendations were made among others that; Gifted students should be given relevant resources and opportunities if they are to have equal opportunities in life beyond school.

.S., a visually disabled boy, started speaking when he was just 9 months old. Though quite exceptionally early, it is not uncommon among the highly gifted (Gross, 2004; James, 2007). At age 2, he already mastered the challenge of completing a 50-piece puzzle. When he was 4 he astonished all members of his family in his ability to do first grade math, and to memorize all important dates in the yearly calendar. At the time of writing his case study, S. had finished grade 1 in a regular, public school. His language achievements were of a third grade student; his math ability – of a fourth grader. Apparently S. succeeded to use his extraordinary intellectual abilities and his exceptional memory to compensate for his very limited sight.

This study aims to find out the problems of gifted students, who are educated at Science and Arts Centre (SAC), for their career choices and impact of digital media they use on the choices in the process of 'Special Skills Development Program'. The career choices of gifted students in a digital perspective constitute the basic framework of this research. Semi-structured interviews based on purposive sampling were conducted with a total of 20 students, 10 of whom were girls and 10 boys, who continued their 'Special Skills Development Program' at İzmit Science and Arts Centre in Turkey by using case study from qualitative research approach. In the study, it was concluded that gifted students used digital media to investigate occupations they had previously determined; however the right guidance would be very significant because of their worries through career choices and thus social media literacy would be needed at SAC.

Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways if thinking and learning. These characteristics affect how they learn a language. The main objective of the study was to investigate language learning strategies use among gifted students enrolled in special programme called PERMATApintar Education Programme. Data was gathered using a survey questionnaire with 104 gifted students. The instrument used in this study was Strategy Inventory Language Learning (SILL) questionnaire by . Data was analyzed using descriptive analysis. It provides mean, percentages of responses and level of frequency. The findings revealed that gifted students use more indirect strategies particularly metacognitive strategies than direct strategies. There was variation in responses with regard to the use of language learning strategies among Malaysian gifted students. Language learning strategies have many potential benefits to educators, teachers and students. Implications and suggestions for future research are further discussed.

The purpose of this study was to examine talented/gifted students’ choices of college majors and what factors most  likely affected their decision. By utilizing a data collecting technique called Knowledge Discovery in Databases (KDD) or data mining, we identified and collected data pertaining to 109 talented/gifted students with perfect SAT and/or ACT scores in Nebraska, USA between 2011 and 2016. The results showed that STEM majors were the most common choice of gifted students when they entered colleges (71%). It appears that only gender had a significant difference in terms of STEM major choices.  These findings may be helpful to higher education institutions in their recruitment efforts, especially if they are targeting students with interest in potential STEM majors. In addition, when supporting students on their path to major selection, it is important to ask them about what factors are influencing them to select a certain area.

Parents and teachers play a critical and vital role in the education of gifted and talented students. This study looks into the attitudes of teachers regarding gifted students and gifted education to determine if parent-teacher shared commitment could predict teachers ’ attitudes toward gifted students. Moreover, the research examines if teacher attitudes differ by location. One hundred and seven K-12 teachers participated in the study. Parent-teacher shared commitment and having a gifted education program at one’s school emerged as good predictors of teachers ’ support for gifted students and gifted education. Additionally, ability to influence decision-making self-efficacy closely related to parent-teacher shared commitment Moreover, teachers ’ attitudes did not differ by location. Many teachers supported gifted education programs; however, teachers held a strong negative view towards gifted students’ acceleration.

The research method was semi-experimental with pretest-post-test design with a control group. The study population included high school female students with test anxiety (12-14 year) between them 60 girls (each group 15) with purposeful sampling method were selected and divided in 4 groups: experimental and control groups. Instrumental research was Spielberger Test Anxiety Inventory. The experimental groups received 8 sessions of cognitive therapy based on mindfulness, medication and relaxation. Data were analyzed using the single-variable covariance analysis. The third group also underwent medical treatment for two months, while the control group received no intervention and at the end of the post-test was administered to all groups. Data were analyzed using univariate covariance method. The results showed that cognitive therapy based on mind-awareness and drug therapy had a significant effect on reducing test anxiety among gifted students. But there was no significant effect on the education of relaxation. Therefor cognitive therapy based on mindfulness is effective in reducing the test anxiety of gifted students. It is recommended to use  cognitive therapy based on mindfulness approach in the form of comprehensive and preventive programs to reduce the student's test anxiety

The purpose of this study was to determine the effectiveness of meta-cognitive education on teaching-learning strategies of gifted high school students in Ardabil city. This quasi-experimental study was conducted considering two groups: one control group and one experimental group, including a pretest and a posttest design. The sample of the study consisted of 40 students of Ardabil city in 2017. The 40 students were selected from the community using random sampling method and were randomly divided into two groups: one experimental group and one control group (20 people in each). Pre-test and post-test were performed by Weinstein teaching-learning strategies, for both groups. The experimental group was trained by the meta-cognitive training program and the control group did not receive any training. Pre-test and post-test results were analyzed using inferential statistics and Multivariate Analysis of Covariance (MANCOVA). Findings showed that meta-cognitive training enhances teaching and learning qualities, also the effectiveness of meta-cognitive training on most components of teaching-learning strategies including test and information processing strategies, attitude, motivation, time management, self-testing, study guidance and effective focus was crystal clear. Although the status of these components improved in the experimental group, but was meaningless on the anxiety components and the choice of the main idea.

Empatik düşünme anlayışına sahip olan bireyler diğer insanların yerine kendini koyarak bireylerin düşüncelerini, hislerini anlarlar. Üstün yetenekli öğrenciler yaşıtlara göre daha hızlı öğrenme yetenekleri ile kendini ifade etme, başkalarının duygu ve düşüncelerini anlama, psikolojik durumlarına yönelik çıkarımlarda bulunma gibi iletişim ve dil becerilerinde de oldukça ileri düzeydedirler. Bu araştırmanın amacı özel yetenekli öğrencilerin “Ben …… olsaydım” etkinliğine yönelik görüşlerini belirlemektir. Bu amaç çerçevesinde araştırmada nitel araştırma yöntemlerinden biri olan durum çalışması yöntemi kullanılmıştır. Araştırma 2017-2018 eğitim-öğretim yılında Güney Marmara Bölgesinde bulunan bir Bilim ve Sanat Merkezinde Destek-1 Eğitimi programına devam eden 18 (9 erkek, 9 kız) üstün yetenekli öğrenci ile gerçekleştirilmiştir. Araştırmada veri toplama aracı olarak araştırmacı tarafından oluşturulan etkinlik formu kullanılmıştır. Üstün yetenekli öğrencilerden ayakkabıları, yatağı, diş fırçası, kalemi gibi kişisel eşyalarının yerine kendilerini koyarak eşyalarını konuşturmaları, duygu ve düşüncelerini ifade etmeleri istenmiştir. Üstün yetenekli öğrencilere uygulanan etkinlik verilerinin analizinde etkinlik formları birer doküman gibi incelenerek betimsel analiz yöntemi ile analiz edilmiştir. Betimsel olarak analizde elde edilen veriler temalara göre doğrudan alıntılarla verilip, çıkarımda bulunup, yorumlanmıştır. Araştırma bulguları genel anlamda değerlendirildiğinde üstün yetenekli öğrencilerin bireysel eşyalarının yerine kendilerini koyarak ifade ettikleri duygu ve düşünceleri iki temel tema altında toplanmıştır. Bunlar; kullanım koşullarıyla ilgili durumlar ve duyularla ilgili durumlardır. Üstün yetenekli öğrencilerin özellikle eşyalara canlılık özelliği atfederek görme, koku alma, hissetme gibi bazı duyulara yükleme yaptıkları görülmüştür. Araştırmada empatik düşünme becerisinin geliştirilmesi için üstün yetenekli öğrencilere yönelik çeşitli düşünme becerileri atölyelerinin açılması, yarışma ve projelerin düzenlenmesi, empatik düşünme becerilerini ortaya koyan farklı desenlerde çalışmalar yapılması önerilmiştir.
Anahtar Kelimeler: Üstün yetenekli öğrenci, Etkinlik, Empatik düşünme, Durum çalışması

Öğrenci gelişiminin olumlu yönde gerçekleşmesi için öğretmenlerin bir dizi yeterliklere sahip olmaları gerekmektedir. Bu araştırmanın amacı, örgün eğitim kurumlarında özel yetenekli öğrencisi olan sınıf öğretmenlerinin sahip olması gereken yeterliliklerinin belirlenmesidir. Ülkemizde özel yetenekli öğrencilerle ilgili yapılan çalışmalar genellikle bu öğrencilerin tanılanarak devam ettikleri Bilim ve Sanat Merkezleri (BİLSEM) üzerinden gerçekleştirilmektedir. Ancak, özel yetenekli öğrencilerin örgün eğitim kurumunda kendi sınıf ortamlarında desteklenmeleri de gerekmektedir. Bu çalışmada örgün eğitim kurumlarının 2., 3. ve 4. sınıflarına devam eden aynı zamanda yapılanan tanılama süreci sonrasında Bilim ve Sanat Merkezi’ne de devam eden öğrencilerin desteklenmesi için sınıf öğretmenlerinin sahip olması gereken yeterliliklerin belirlenmesi amaçlanmıştır. Bu amaç doğrultusunda araştırmanın çalışma grubunu 2017-2018 öğretim yılında Çanakkale il merkezinde çalışan ve sınıfında farklı alanlarda özel yetenekli öğrencisi olan sınıf öğretmenleri oluşturmaktadır. Araştırmanın örneklemini, amaçlı örnekleme yoluyla belirlenen 28 sınıf öğretmeni oluşturmaktadır. Araştırmada nitel araştırma desenlerinden fenemoloji (olgu bilim) deseni kullanılmıştır. Araştırmanın verileri yarı yapılandırılmış ve yönlendirici olmayan görüşme tekniği ile toplanmıştır. Araştırma verilerinin analizi iki veri kodlayıcısı tarafından gerçekleştirmiştir. Verilerin analizinde Cohen Kappa uyum değerleri kullanılmıştır. Araştırmada özel yetenekli öğrencilerin desteklenmesi için sınıf öğretmenlerinin mesleki ve kişisel yeterliliklerin önemi ortaya konmuştur. Araştırma bulguları ışığında sınıf öğretmenleri için uygulama ağırlıklı hizmet içi eğitim programlarının geliştirilmesi, öğretmenlerin işbirliği içinde olacakları çalıştayların yapılması, uygulamalı örnek olay temelli öğretmen eğitimlerinin gerçekleştirilmesi öneri olarak sunulmuştur.
Anahtar Kelimeler: Bilim ve Sanat Merkezi, özel yetenekli öğrenci, sınıf öğretmeni, yeterlilik

In this research, new media literacy skills of gifted students have been examined and analyzed. The quantitative method, i.e. the survey model was used in the research. The participants were gifted students in Bursa doing their 1st term of the 2016-2017 academic year. The sample of participants chosen by simple random sampling among the population comprises 64 gifted students in Bursa BTSO Kamil Tolon Science and Art Center. According to the findings, it can be said that students' media literacy skills are at a satisfactory level. Skills in which the students got the highest score are respectively visualization, judgement and common sense. Accordingly, gifted students are better at understanding information in a visual way, tend to use as many pictures, graphs and diagrams as possible and benefit from many resources in order to comprehend a topic better. Also, it can be said that they can understand when prejudgement or bias is taking place in media, and when they cannot resolve a problem, they effectively make use of both the internet and social media so as to reach others. The more time the students spend on the internet, the more students' online performance and their skills to improvise in another identity improve.

Science should be taught in certain ways in order to lead and encourage students to get the optimum results in education. The use of the inquiry method in teaching science, especially for gifted students is more sound than other strategies. Some researchers, on the matter of inquiry showed that only advanced learners shown how to construct new knowledge from the text. Other scholars argued that teachers whose pedagogical approach promoted inquiry were more successful than those who implemented a direct teaching approach. Others issues regarding science and studies related will be discussed.Students' characteristics, variety of teaching methods for teachers, understanding the role of the gifted students' parents, and also the schools support better results for the gifted students are also discussed scholarly and other field observation and interviews with the administrations, teachers, parents, and students done in Cugenang Gifted School, Cianjur, West Java.

The purpose of this study is to determine the mental models of gifted students towards
renewable energy resources. The case study method, one of the qualitative research
approaches, was used in this study. The participants of this study are 14 students studying in
an individual difference program from Science and Art Center in Trabzon. The participants
of this study were coded as S01, S02,… S14 following ethical rules. Clinical interviews
were conducted to determine the participants' mental models regarding the concept of
“renewable energy resources.” The data obtained were analyzed by content analysis which is
one of the qualitative data analysis techniques. According to the analysis results, it was
determined that the participants used the concept of renewable energy resources together
with the concept of alternative energy sources. It was determined that they mostly talk about
wind energy and solar energy. Also, gifted students are conscious of their energy needs. In
this context, studies should be carried out to meet the need for universal energy. In addition,
orientation to renewable energy resources should be provided by considering the
geographical conditions and regional differences.

Science should be taught in certain ways in order to lead and encourage students to get the optimum results in education. The use of the inquiry method in teaching science, especially for gifted students is more sound than other strategies. Some researchers, on the matter of inquiry showed that only advanced learners shown how to construct new knowledge from the text. Other scholars argued that teachers whose pedagogical approach promoted inquiry were more successful than those who implemented a direct teaching approach. Others issues regarding science and  studies related will be discussed.Students’ characteristics, variety of teaching methods for teachers, understanding the role of the gifted students’ parents, and also the schools support better results for the gifted students are also discussed scholarly and other field observation and interviews with the administrations, teachers, parents, and students done in Cugenang Gifted School, Cianjur, West Java.

There are many theoretical and experimental studies on the concept of skill. In education, creativity is regarded as one of the most important skills with its complex dynamic nature. It is a high level skill that occurs interdisciplinarily whereby individuals produce new and useful product as a result of the interaction between skill, process and environment. Based on this notion, the first aim of this study is to provide a review of the development of theoretical and experimental studies, which describes different classifications and definitions of skills and its dynamic nature. The second aim of the study is to present a in-class practice to extent creativity of gifted students through teacher (researcher) observations and project products. The author performed a review of the recent literature (HU; ADEY, 2002; KARADEMIR, 2016, 2017) on primary-middle school / gifted students' creativity. The result of the in-class practice study revealed that creativity skill can be developed by design and project based activities.

Ülkemizde üstün zekâlı ve yetenekli çocuğu olan ailelerin çocuklarını yetiştirme sürecinde ihtiyaçlarının belirlenmesi, bu ihtiyaçlara yönelik çalışmaların yapılması boyutunda bilimsel çalışmalar oldukça sınırlıdır. Bu çalışmanın amacı, üstün zekâlı ve yetenekli öğrenci ailelerinin çocuklarını yetiştirme sürecinde onların gelişimlerine ilişkin mevcut durumu belirleyerek ihtiyaçlarını belirlemektir. Bu çalışmada nitel araştırma desenlerinden biri olan bütüncül tek durum deseni kullanılmıştır. Çalışma grubu, 2017-2018 eğitim-öğretim yılında Güney Marmara Bölgesi’nde bulunan iki Bilim ve Sanat Merkezi’nde uyum eğitimini tamamlamış; destek eğitimi, bireysel yetenekleri fark ettirme ile özel yetenekleri geliştirme programlarına devam eden, amaçlı örnekleme yöntemine göre belirlenen toplam 40 üstün zekâlı ve yetenekli öğrencinin ailesinden oluşmaktadır. Nitel araştırma yönteminin kullanıldığı bu çalışmada, veriler araştırmacı tarafından yarı yapılandırılmış ve yönlendirici olmayan görüşme tekniği kullanılarak elde edilmiştir. Araştırma verilerinin modelleştirilmesinde ise NVivo 8. nitel veri analiz programı kullanılmıştır. Araştırmada nitel araştırma verileri içerik analizi tekniğine uygun olarak çözümlenmiştir. Araştırmada elde edilen verilerin çözümlenmesinde kodlar ve kodlardan yola çıkılarak oluşturulan temalar modelleştirilmiştir. Üstün zekâlı ve yetenekli çocuğa sahip ailelerin, çocuklarının gelişimi için onların potansiyellerini arttırmak, sağlıklı bir birey olarak yetişmelerine katkı sağlamak için danışmanlık hizmetine ihtiyaç duydukları tespit edilirken; her ebeveyn gibi çocuklarının mutlu bir birey olarak yaşam sürme beklentisi içinde oldukları tespit edilmiştir. Araştırma bulguları ışığında ebeveyneler için aile eğitim modelleri geliştirilmesi, aileleri bilgilendirecek eğitim kitapları, materyaller, eğitim kitleri hazırlanması öneri olarak sunulmuştur.
Anahtar Kelimeler: Üstün zekâlı ve yetenekli öğrenci, Aile ihtiyaçları, Bilim ve Sanat Merkezi

Analoji, kavram ve ilkelerin benzer olan özellikleri arasında yapılan bir haritalama biçimidir. Analoji, yeni bir bilginin öğrenilmesinde, anlaşılmasında kullanılan bir çeşit betimleme türüdür. Bireylerin iyi düzeyde öğrenilmiş ve uzun süreli bellekte yer alan bilgilerinin yeni öğrenilecek olanlar için kullanılmasında önemli bir rolü vardır. Bu araştırmanın amacı, sınıf öğretmeni adaylarının Bilim ve Sanat Merkezi’ne yönelik analojilerini belirlemek ve bu kuruma yönelik algılarını ortaya çıkarmaktır. Araştırmanın örneklemini, 2019–2020 Eğitim-Öğretim yılında Çanakkale Onsekiz Mart Üniversitesi Temel Eğitim Bölümü Sınıf Eğitimi Anabilim dalına devam eden 112 öğretmen adayı oluşturmaktadır. Araştırmada nitel araştırma yöntemi kullanılmıştır. Elde edilen veriler, içerik analizi yapılarak çözümlenmiştir. Araştırmanın verileri, öğretmen adaylarının Bilim ve Sanat Merkezi’ne (BİLSEM) yönelik ne tür analojiler kullandıklarını ortaya çıkarmak için araştırmacılar tarafından hazırlanan 10 sorudan oluşan form kullanılarak toplanmıştır. Araştırmada öğretmen adaylarının oluşturduğu analojilerin yapısal, fonksiyonel, hem yapısal hem de fonksiyonel olduğu, çok azının resimsel analojiler ve sözel-resimsel analojiler sınıflandırması altında yer aldığı görülmüştür. Adayların geliştirdikleri analojilerin sınırlılık ve gerekçelerini belirtmemeleri ve hedef kavramı açıklamak için birden fazla kaynak kullanmamaları, Bilim ve Sanat Merkezi kurumunun genel yapısı ile ilgili çok yönlü olarak bilgi sahibi olmadıklarını düşündürmektedir. Sınıf öğretmeni adaylarının büyük çoğunluğun Bilim ve Sanat Merkezleri hakkında olumlu benzetmeler yapmaları, bu kurumların işlevini yerine getirmeleri bakımından önemlidir.
Anahtar Kelimeler: Analoji, bilim ve sanat merkezi, sınıf öğretmeni adayı, üstün yetenekli öğrenci.

During the last decades, high intellectual abilities have been revealed as a decisive curricular factor that evidences the need to adapt content to students' characteristics. In Spain, various autonomous communities have designed programs that, through extraordinary activities, seek to respond to this demand and provide talented students with the appropriate context for the development and strengthening of their skills. In the case of Madrid, this proposal includes private involvement of an entrepreneurial nature that has demonstrated the possible connection between the two environments when considering the labor asset, fundamentally oriented to the resolution of projects by adolescent subjects with above average cognitive capacities. This research has examined, by means of a 180º questionnaire completed by 342 subjects (comprised of parents and skilled children, teachers and classmates) in seven Madrid schools, the possibility of identifying the ‘eagerness to achieve’ competenc...

The project-based learning approach is a learning model that encourages the active participation of gifted students, supports high-level cognitive activities, requires a wide range of tools and resources, consider academic and social skills together and emphasizes the use of technology. technology. This study is based on the learning experiences of gifted children designed with project-based approach. The study employed a holistic single-case embedded design, one of the qualitative research designs. The study group of the research consists of four gifted students in a Science and Art Center in the South Marmara Region. Criterion sampling, one of the purposeful sampling types, was used to determine the study group. Learning experiences of the gifted children through project-based learning approach were determined via reflective journals. The data in the reflective journals written by gifted students were given with direct quotations within the framework of the main theme and sub-them...

The aim of this study is to determine the perspectives of gifted students on computer and to reveal their expectations and suggestions regarding the scope and operation of the courses they will take in the field of information technologies. In this context, it was tried to determine the students' interest in the computer, their evaluation of the information technologies they took in the past and what subjects they want to improve themselves in this field. Within the scope of the research conducted in qualitative design, a meeting was held in which 6 faculty members who are experts in the field of Computer and Instructional Technologies Education, 5 teachers working in the Science and Arts Center and 13 students of different age groups attending the Science and Arts Center were brought together. Faculty members answered current questions by providing up-to-date information on their areas of expertise. Various applications have been carried out with the participation of teachers and students, focusing on the use of up-to-date hardware and software. After the meeting, written opinions of the students about computer thoughts, which topics they want to improve themselves and their suggestions for Information Technologies courses were taken. The data obtained from the video recording and written forms made during the meeting were analyzed and the findings were reached. Students mostly want to improve themselves on programming and coding and to be a designer, not a user of ready-made software in their areas of interest. There is an expectation that courses in information technology include programming, game development, animation / cartoons, use of different software and hardware, algorithm, 3D modeling / graphic design and recognition of current technologies. BİLSEM teachers stated that students can take Information Technologies courses individually or in small groups according to their interests, and that the courses to be given by the academic staff will be beneficial

Öz: Çocukların okuma alışkanlığı kazanmalarında birçok etken rol oynamaktadır. Özellikle ailelerin bu konudaki tutumu çok önemlidir. Okuma ilgisi ailede başlar ve aileyle birlikte gelişir. Bu araştırmanın amacı özel yetenekli öğrencilerin okuma alışkanlığında ailelerinin duyarlılıklarını belirlemektir. Araştırmada tarama modeli kullanılmıştır. Araştırmanın örneklemi 2017-2018 eğitim-öğretim yılında, BTSO Kamil Tolon Bilim ve Sanat Merkezi devam eden 2, 3, 4, 5 ve 6. sınıflardan toplam 162 öğrenciden oluşmuştur. Veri toplama aracı olarak araştırmacı tarafından hazırlanan anket kullanılmıştır. Araştırma bulguları özel yetenekli öğrencilerin çoğunun ilkokuldan önce okumayı öğrendiğini ayrıca güçlü bir okuma alışkanlığının olduğunu ortaya koymuştur. Araştırma sonucunda özel yetenekli çocukların ailelerinin okul öncesi dönemde onlara kitap okuduğu, kitap hediye ettikleri, kitap seçiminde yardımcı oldukları, çocuklarıyla düzenli olarak kitapçıya gittikleri böylece çocukların okuma alışkanlığı kazanmalarında olumlu etkilerinin olduğu görülmüştür. Sonuç olarak ailelerin büyük bir kısmının çocuklarının okuma alışkanlığı kazanması konusunda duyarlı olduğu, çocuklarına model olduğu, onları okumaya yönlendirdiği tespit edilmiştir.

Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways if thinking and learning. These characteristics affect how they learn a language. The main objective of the study was to investigate language learning strategies use among gifted students enrolled in special programme called PERMATApintar Education Programme. Data was gathered using a survey questionnaire with 104 gifted students. The instrument used in this study was Strategy Inventory Language Learning (SILL) questionnaire by . Data was analyzed using descriptive analysis. It provides mean, percentages of responses and level of frequency. The findings revealed that gifted students use more indirect strategies particularly metacognitive strategies than direct strategies. There was variation in responses with regard to the use of language learning strategies among Malaysian gifted students. Language learning strategies have many potential benefits to educators, teachers and students. Implications and suggestions for future research are further discussed.

Many studies have been done on language learning strategies employed by different type of learners and in various contexts. However, very little studies have been done on gifted students regarding language learning. Gifted students have unique characteristics and have different ways if thinking and learning. These characteristics affect how they learn a language. The main objective of the study was to investigate language learning strategies use among gifted students enrolled in special programme called PERMATApintar Education Programme. Data was gathered using a survey questionnaire with 104 gifted students. The instrument used in this study was Strategy Inventory Language Learning (SILL) questionnaire by . Data was analyzed using descriptive analysis. It provides mean, percentages of responses and level of frequency. The findings revealed that gifted students use more indirect strategies particularly metacognitive strategies than direct strategies. There was variation in responses with regard to the use of language learning strategies among Malaysian gifted students. Language learning strategies have many potential benefits to educators, teachers and students. Implications and suggestions for future research are further discussed.

This study investigated the relationship between intelligence profiles of gifted secondary school students and their writing dispositions. The study group comprised of 61 secondary school students in Erzurum Cevat Dursunoglu and Elazig Science and Art Center in Turkey. Data collection tools were Multiple Intelligence Inventory, Writing Disposition Scale and Personal Information Form. The results revealed that logical-mathematical, naturalist, bodily-kinesthetic and visual-spatial intelligences of gifted students were stronger than others; they had “partially negative/positive ” attitudes in terms of writing tendencies; and there was a moderately positive and significant relationship between their verbal-linguistic, social, intrapersonal and naturalist intelligences and their writing tendencies.

In science education, one of the most important approaches for educating inquiry-seeking individuals is inquiry-based learning. Science education programmes have been using the inquiry-based learning approach. Inquiry-based learning creates a learning environment that provides students with opportunities for researching scientific tasks and structuring meaningful information. Within this scope, this study aims to investigate the academic achievements of gifted students studying at Science and Art centres (SACs) in 'separating mixtures' in science courses through the open inquiry learning approach. The study was conducted on eight students in a metropolitan SAC, which is in the western part of Turkey. Four context-based, open-ended questions regarding the 'understanding of mixture separation methods' and questions to determine the students' ideas before and after the instruction were used as data collection tools. The categories consisted of two sections: scientifically correct and scientifically incorrect. The results showed that the students' scientifically correct response rates in separating mixtures increased with open inquiry learning. In addition, it is seen that the students evaluated the activity as 'creativity-stimulating' and learning through discovering as 'remarkable and fun'. Based on the results, it is recommended to use an open inquiry learning approach in science classes to increase students' academic achievement and interest in the course. In addition, this study contributes to the science education of students in SACs, to literature and to new studies to be conducted on this issue.