BibTex RIS Cite

NB Interest and Ability Domains Program Weekend Special Group Programs

Year 2015, Volume: 15 - Volume 15 Issue Özel, - , 01.03.2015

Abstract

NB Interest and Ability Domains Program, which is applied as a weekend group programs for gifted and talented students, are the initial and unique programs developed to determine and develop the interest and ability domains of gifted and talented students in Türkiye. The aim is to provide a program that observe and assess the personality features, interest and ability domains, interactions and developments of the tatented students in the groups. They are developed to support social and emotional abilities as well as cognitive abilities. The data obtained from the observations show that these programs provide the opportunities to increase creative thinking and problem solving abilities by increasing the learning and interactions. The aim is to get permanent learning by enjoying more than only getting high level learning. Within the scope of this aim, more importance is given to how it is learned rather that what is learned and also to the use of some special teaching methods. In this study, the aims of the programs, grouping methods, content, application process, objectives, diagnose and assessment process, 3-dimensional projects and the effects of these on the learning by enjoying process is stated

References

  • Aygün, B. (2010). The Needs Analysis of the Mathematics Program for the Gifted Students Attending Lower Secondary Education Schools (Master’s Thesis). Hacettepe University, Ankara.
  • Baykoç, N. (2011). Üstün ve Özel Yetenekli Çocuklar ve Eğitimleri. In N. Baykoç (Ed.), Özel Gereksinimli Çocuklar ve Özel Eğitim (pp. 359-386). Ankara: Eğiten Kitap.
  • Baykoç, N. (2010). Üstün ve Özel Yetenekli Çocuklar ve Eğitimleri. In N. Baykoç (Ed.), Öğretmenlik Programları için Özel Eğitim (pp. 301-337). Ankara: Gündüz Eğitim ve Yayıncılık.
  • Baykoç, N.(2012). Üstün Yetenekli Çocuklar. In N.Metin (Ed.), Özel Gereksinimli Çocuklar. Ankara: Maya Akademi.
  • Baykoç, N., Aydemir, D. ve Uyaroğlu B. (2013). Analyzing the Effectiveness of NB Interest and Ability Domains Weekend Special Group Programs for Gifted and Talented Students. Procedia - Social and Behavioral Sciences, 89, 171-175. 30.11.2013 http://www.sciencedirect.com/science/article/pii/S1877042813029601adresin den alınmıştır. tarihinde
  • Binet, A., Simon, T. (1916). The Development of Intelligence in Children: The Binet- Simon Scale. Baltimore: Williams & Wilkins.
  • Davis, G. A. & Rimm, S.B. (2004). Education of the gifted and talented (5th Ed.). Boston: Allyn and Bacon.
  • Diezmann, C. M., & Watters, J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25, 7– 31.
  • Dimitriadis C. (2011). Provision for mathematically gifted children in primary schools: an Investigation of four different methods of organizational provision, Educational Review, 64(2), 241-260
  • Fıçıcı, A. & Siegle D. (2008). International teachers’ judgment of gifted mathematics student characteristics. Journal of Gifted Talented International, 23(1), 22-37.
  • Gagné, F. (1991). Brief presentation of Gagné and Nadeau‘s attitude scale: Opinions about the gifted and their education. Montreal: University of Québec.
  • Hannah J., James A., Montelle C., & Nokes J. (2011). Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics. International Journal of Mathematical Education in Science and Technology, 42(3), 299- 312.
  • Kaplan, S. (2004). Where we stand determines the answers to the question: Can the no child left behind legislation be beneficial to gifted students? Roeper Review, 26, 124-126.
  • Pantazi D. P., Christou C., Kontoyianni K., & Kattou M. (2011). A model of mathematical giftedness:integrating natural, creative, and mathematical abilities, Canadian Journal of Science, Mathematics and Technology Education, 11(1), 39-54.
  • Preckel F., Götz T., & Frenzel, A. (2010). Ability grouping of gifted students: effects on academic self-concept and boredom. British Journal of Educational Psychology, 80(1), 451-472.
  • Stanley, J. C. (2005). A quiet revolution finding boys and girls who reason exceptionally well intellectually and helping them get the supplemental educational opportunities they need. High Ability Studies, 16(1), 5-14.
  • Tieso, C. L. (2005). The Effects of Grouping Practices and Curricular Adjustments on Achievement. Journal for the Education of the Gifted; 29(1), 60-89.
  • Tomlinson, C. (2004). Sharing responsibility for differentiating instruction. Roeper Review, 26, 188-189.
  • Uyaroğlu, B. (2011). Üstün Yetenekli ve Normal Gelişm Gösteren İlköğretim Öğrencilerinin Empati Becereileri ve Duygusal Zeka Düzeyleri ile Anne-Baba Tutumlarının İncelenmesi (Masters thesis). Hacettepe Üniversitesi. Ankara
  • VanTassel-Baska, J., & Brown, E. F. (2005). An analysis of gifted education curriculum models. In F.
  • A. Karnes and S. M. Bean (Eds.), Methods and Materials for Teaching the Gifed (pp. 75- 106). Waco, TX: Prufrock Press.

NB İlgi ve Yetenek Alanları Geliştirme Programı Hafta Sonu Özel Grupları

Year 2015, Volume: 15 - Volume 15 Issue Özel, - , 01.03.2015

Abstract

Üstün ve özel yetenekli çocuklar için uygulanan Hafta Sonu Özel Grup Programları, Prof. Dr. Necate Baykoç Üstün Yetenekliler-Dâhiler Enstitüsü ve Merkezi’nde Türkiye’de ilk kez başlatılan üstün yetenekli çocukların ilgi ve yetenek alanlarının belirlenmesi ve geliştirilmesini sağlayan özgün programlar özelliğini taşımaktadır. Programların amacı üstün yetenekli çocukların grup içerisinde gelişimlerini, kişilik ve etkileşim özelliklerini, ilgi, yetenek ve ihtiyaç alanlarının gözlemlenmesini ve değerlendirilmesini sağlayan programları sunmaktır. Bu programlar, çocukların zihinsel becerilerini olduğu kadar sosyal ve duygusal gelişimlerini de desteklemek amacıyla geliştirilmiştir. Gözlemlerden elde edilen bilgiler; üstün yetenekli çocukların öğrenmelerini ve sosyal etkileşimlerini artırarak, yaratıcı düşünmelerini ve problem çözme becerilerini geliştirici olanaklar sağladığıdır. Bu amaç doğrultusunda, programlarda ne öğrenildiğinden çok nasıl öğrenildiğine ve özel öğrenme yöntemlerinin kullanılmasına önem verilmektedir. Bu çalışmada programların amaçları, gruplama yöntemleri, içeriği, uygulama süreci, kazanımlar, tanı ve değerlendirme kapsamı ile 3 boyutlu proje çalışmaları ve deneylerin eğlenerek öğrenme süreçlerindeki etkisi anlatılmaktadır

References

  • Aygün, B. (2010). The Needs Analysis of the Mathematics Program for the Gifted Students Attending Lower Secondary Education Schools (Master’s Thesis). Hacettepe University, Ankara.
  • Baykoç, N. (2011). Üstün ve Özel Yetenekli Çocuklar ve Eğitimleri. In N. Baykoç (Ed.), Özel Gereksinimli Çocuklar ve Özel Eğitim (pp. 359-386). Ankara: Eğiten Kitap.
  • Baykoç, N. (2010). Üstün ve Özel Yetenekli Çocuklar ve Eğitimleri. In N. Baykoç (Ed.), Öğretmenlik Programları için Özel Eğitim (pp. 301-337). Ankara: Gündüz Eğitim ve Yayıncılık.
  • Baykoç, N.(2012). Üstün Yetenekli Çocuklar. In N.Metin (Ed.), Özel Gereksinimli Çocuklar. Ankara: Maya Akademi.
  • Baykoç, N., Aydemir, D. ve Uyaroğlu B. (2013). Analyzing the Effectiveness of NB Interest and Ability Domains Weekend Special Group Programs for Gifted and Talented Students. Procedia - Social and Behavioral Sciences, 89, 171-175. 30.11.2013 http://www.sciencedirect.com/science/article/pii/S1877042813029601adresin den alınmıştır. tarihinde
  • Binet, A., Simon, T. (1916). The Development of Intelligence in Children: The Binet- Simon Scale. Baltimore: Williams & Wilkins.
  • Davis, G. A. & Rimm, S.B. (2004). Education of the gifted and talented (5th Ed.). Boston: Allyn and Bacon.
  • Diezmann, C. M., & Watters, J. (2001). The collaboration of mathematically gifted students on challenging tasks. Journal for the Education of the Gifted, 25, 7– 31.
  • Dimitriadis C. (2011). Provision for mathematically gifted children in primary schools: an Investigation of four different methods of organizational provision, Educational Review, 64(2), 241-260
  • Fıçıcı, A. & Siegle D. (2008). International teachers’ judgment of gifted mathematics student characteristics. Journal of Gifted Talented International, 23(1), 22-37.
  • Gagné, F. (1991). Brief presentation of Gagné and Nadeau‘s attitude scale: Opinions about the gifted and their education. Montreal: University of Québec.
  • Hannah J., James A., Montelle C., & Nokes J. (2011). Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics. International Journal of Mathematical Education in Science and Technology, 42(3), 299- 312.
  • Kaplan, S. (2004). Where we stand determines the answers to the question: Can the no child left behind legislation be beneficial to gifted students? Roeper Review, 26, 124-126.
  • Pantazi D. P., Christou C., Kontoyianni K., & Kattou M. (2011). A model of mathematical giftedness:integrating natural, creative, and mathematical abilities, Canadian Journal of Science, Mathematics and Technology Education, 11(1), 39-54.
  • Preckel F., Götz T., & Frenzel, A. (2010). Ability grouping of gifted students: effects on academic self-concept and boredom. British Journal of Educational Psychology, 80(1), 451-472.
  • Stanley, J. C. (2005). A quiet revolution finding boys and girls who reason exceptionally well intellectually and helping them get the supplemental educational opportunities they need. High Ability Studies, 16(1), 5-14.
  • Tieso, C. L. (2005). The Effects of Grouping Practices and Curricular Adjustments on Achievement. Journal for the Education of the Gifted; 29(1), 60-89.
  • Tomlinson, C. (2004). Sharing responsibility for differentiating instruction. Roeper Review, 26, 188-189.
  • Uyaroğlu, B. (2011). Üstün Yetenekli ve Normal Gelişm Gösteren İlköğretim Öğrencilerinin Empati Becereileri ve Duygusal Zeka Düzeyleri ile Anne-Baba Tutumlarının İncelenmesi (Masters thesis). Hacettepe Üniversitesi. Ankara
  • VanTassel-Baska, J., & Brown, E. F. (2005). An analysis of gifted education curriculum models. In F.
  • A. Karnes and S. M. Bean (Eds.), Methods and Materials for Teaching the Gifed (pp. 75- 106). Waco, TX: Prufrock Press.
There are 21 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Necate Baykoç

Duygu Aydemir This is me

Publication Date March 1, 2015
Submission Date July 1, 2015
Published in Issue Year 2015 Volume: 15 - Volume 15 Issue Özel

Cite

APA Baykoç, N., & Aydemir, D. (2015). NB Interest and Ability Domains Program Weekend Special Group Programs. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15. https://doi.org/10.17240/aibuefd.2015.15.0-5000128649