OECD Ülkelerindeki Özel Yetenekli Öğrencilere Yönelik Tanımlama, Tanılama ve Uygulama Yaklaşımlarının İncelenmesi

Year 2024, Volume: 5 Issue: 2, 150 - 164, 30.11.2024

Şehide Kılınç , Mehmet Akif Sözer

https://doi.org/10.59320/alanyazin.1565321

Abstract

Bu araştırmada, PISA sınavında OECD ortalamasının üzerinde puan alan OECD ülkelerinden ABD, Avusturya, Finlandiya, İngiltere, İsviçre ve Japonya ile Türkiye’deki özel yetenekli öğrencilere yönelik tanımlamalar, tanılama prosedürleri ve uygulamaların incelenmesi amaçlanmıştır. Çalışmanın verileri doküman incelemesi yöntemiyle toplanmıştır. Araştırma sonuçları, OECD ülkelerindeki özel yetenekli bireylere atıfta bulunmak için genel kabul görmüş bir tanımlama olmamasına karşın, bu bireyleri tanımlamada en sık kullanılan terimlerin 'üstün yetenekli' ve 'yetenekli' olduğunu göstermiştir. Araştırmada, özel yeteneklileri belirlemek üzere IQ testlerinin yanı sıra performans testleri, yaratıcılık testleri ve davranışsal testlerin birlikte kullanıldığı sonucuna ulaşılmıştır. Özel yeteneklilerin eğitiminde en çok tercih edilen eğitim uygulamaları arasında sınıf atlatma, program dışı etkinlikler, hızlandırma ve zenginleştirme yer almıştır. Araştırmada, ülkelerin eğitim politikaları ile kültür ve inançlarının tanımlamadan uygulamaya kadar özel yetenekliler eğitiminde önemli bir rol oynadığı sonucuna ulaşılmıştır.

Keywords

özel yeteneklilik, OECD Ülkeleri, tanımlama, tanılama, uygulama

Ethical Statement

Bu araştırma, derleme türünde, literatür taraması şeklinde yürütülmüş olması sebebiyle etik kuruldan onay gerektirmemektedir.

Supporting Institution

-

Project Number

-

Thanks

-

Investigation of Definition, Identification, and Educational Practices Approaches for Gifted Students in OECD Countries

Abstract

This research aims to examine the definitions, identification procedures and practices for gifted students in the USA, Austria, Finland, the UK, Switzerland, Japan and Turkey, OECD countries that scored above the OECD average in the PISA exam. The data of the study were collected through document analysis method. The results of the study showed that although there is no generally accepted definition to refer to gifted individuals in OECD countries, the most frequently used terms to describe these individuals are 'gifted' and 'talented'. The study concluded that IQ tests, performance tests, creativity tests and behavioral tests are used in combination with IQ tests to identify gifted individuals. The most preferred educational practices in the education of gifted students included skipping classes, extracurricular activities, acceleration and enrichment. The study concluded that countries' educational policies, culture and beliefs play an important role in gifted education from identification to implementation.

Keywords

Giftedness, OECD Countries, definition, identification, educational practices

Project Number

-

References

• Al-Qahtani, S. (2020). Recent trends in mentoring and counseling programs for talented students in KSA schools. Literacy Information and Computer Education Journal (LICEJ), 11(2), 3470-3474.
• Altundemir, M. E. (2008). Eğitim Harcamalarında Türkiye ve OECD Ülkeleri. Uludağ Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 17, 2.
• Balestra, S., Sallin, A., & Wolter, S. C. (2023). High-ability ınfluencers? the heterogeneous effects of gifted classmates. Journal of Human Resources, 58(2), 633-665.
• Ball, H. (2018). Starting a High School Mentoring programe for the gifted: opportunities and challenges, national association for gifted students. Cairo, 12-14. http://www.nagc.org/sites/default/files/Publication%20THP/THP_Winter_2018_StartingaHighSchool MentoringProgram.pdf.
• Basister, M. P., & Kawai, N. (2018). Japan’s educational practices for mathematically gifted students. International Journal of Inclusive Education, 22(11), 1213-1241.
• Berg, B. L. & Lune, H. (2015). Sosyal bilimlerde Nitel Araştırma Yöntemleri. H. Aydın (Çev. Edt). Eğitim Kitabevi. Bernstein, B. O., Lubinski, D., & Benbow, C. P. (2021). Academic acceleration in gifted youth and fruitless concerns regarding psychological well-being: A 35-year longitudinal study. Journal of Educational Psychology, 113(4), 830.
• Besançon, M. (2013). Creativity, giftedness and education. Gifted and Talented International, 28(1–2), 149-161. https://doi.org/10.1080/15332276.2013.11678410
• Bevan-Brown, J. (2005). Providing a Culturally Responsive Environment for Gifted Maori Learners. International Education Journal, 6(2), 150-155.
• Boettger, E. R. H., & Reid, E. (2015). Gifted education in various countries of Europe. Slavonic Pedagogical Studies Journal, 4(2), 158-171.
• Bolat, H. (2020). Üstün zekalı ve yetenekli öğrencilere açılan kapı: bilim ve sanat merkezleri. A. Çoban (Ed), Eğitim araştırmaları, içinde (s. 66-78). İksad Yayınevi
• Carman, C. A. (2013). Comparing apples and oranges: Fifteen years of definitions of giftedness in research. Journal of Advanced Academics, 24(1), 52-70.
• Casey, R., & Koshy, V. (2013). Gifted and talented education: The English policy highway at a crossroads? Journal for the Education of the Gifted, 36(1), 44-65.
• Celen, F. K., Celik, A., & Seferoglu, S. S. (2011). Türk Eğitim Sistemi ve PISA Sonuçları. Akademik Bilişim’11- XIII. Akademik Bilişim Konferansı Bildirileri 2 - 4 Şubat 2011 İnönü Üniversitesi, Malatya
• Chan, D. W. (2018). Gifted education in Asia. In S. I. Pfeiffer, E. Shaunessy-Dedrick, & M. Foley-Nicpon (Eds.), APA handbook of giftedness and talent (pp. 71–84). American Psychological Association. https://doi.org/10.1037/0000038-005
• Chan, J. (2020). Giftedness and China’s Confucian heritage. In Conceptions of Giftedness (pp. 35-64). Routledge.
• Çelikten, Y. (2017). Üstün yetenekli çocuklar ve BİLSEM. Turkish Journal of Educational Studies, 4(3). Çobanoğlu, R. & Kasapoğlu, K (2010). PISA’da Fin Başarısının Nedenleri ve Nasılları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (39) 121- 131.
• Daniels, H., Thompson, I., & Tawell, A. (2019, April). After Warnock: The effects of perverse incentives in policies in England for students with special educational needs. In Frontiers in Education (Vol. 4, p. 36). Frontiers Media SA.
• Davis, G. A., Rimm, S. B., & Siegle, D. (2014). Education of the gifted and talented (6th ed.). Pearson.
• Demir, İ., & Kılıç, S. (2010). Using PISA 2003, Examining the Factors Affecting Students’ Mathematics Achievement. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38(38), 44-54.
• Dikmeer, İ. A. (2016). Zihinsel işlevlerin değerlendirmesinde Wechsler Çocuklar için Zekâ Ölçeği-IV (WÇZÖ-IV) ve Bilişsel Değerlendirme Sistemi (CAS)'nin kullanılması. Türkiye Klinikleri Psikoloji-Özel Konular, 1(1), 17-27.
• EDK (Swiss Conference of Cantonal Ministers of Education). (2010). Schweiz I. OECD Länderexamen Bildungspolitik. EDK
• Eyre, D. (2012). Introduction: Effective schooling for the gifted and talented. In Curriculum Provision for the Gifted and Talented in Secondary School. Routledge
• Eyre, D. (ed.) (2009). Major themes in gifted and talented education (4 volumes). Routledge. Finnish National Agency for Education. (2014). Perusopetuksen opetussuunnitelman perusteet 2014 [National Core Curriculum in Basic Education 2014]. Suomen Yliopistopaino.
• Gagné, F. (2004). Transforming gifts into talents: The DMGT as a developmental theory. In N. Colangelo & G. A. Davis (Eds.), Handbook of Gifted Education (3rd ed., pp. 60-74). Allyn & Bacon.
• Gardner, H. (1993). Frames of mind. Basic Books.
• Győri, J. (2011). Talent Support in Southeast Asia: The Singapore Example. In J. Győri (Ed.), International Horizons of Talent Support, Best Practices Within and Without the European Union (pp. 145– 161). Magyar Tehetségsegítő Szervezetek Szövetsége.
• Heller, K. A., & Perleth, C. (2008). The Munich high ability test battery (MHBT): A multidimensional, multimethod approach. Psychology Science, 50(2), 173.
• Heller, K. A., Mönks, F. J., Sternberg, R. J., & Subotnik, R. F. (2000). International handbook of giftedness and talent. Pergamon Press.
• Heller-Sahlgren, G. (2018). What works in gifted education? A literature review. Learning Portal. https://learningportal.iiep.unesco.org/en/library/what-works-in-gifted-education-a-literature-review
• Heuser, B. L., Wang, K., & Shahid, S. (2017). Global Dimensions of Gifted and Talented Education: The Influence of National Perceptions on Policies and Practices. Global Education Review, 4(1), 4-21.
• Hofstede G., Hofstede G. J., Minkov M. (2010). Cultures and organizations (3rd ed.). McGraw Hill Professional. Ibata-Arens, K. C. (2012). Race to the future: Innovations in gifted and enrichment education in Asia, and implications for the United States. Administrative Sciences, 2(1), 1-25.
• Johnsen, S. K. (2022). The assessment standard in gifted education: Identifying gifted students. NAGC Pre-K–Grade 12 Gifted Education Programming Standards, 94-127.
• Jolly, J. L., & Robins, J. H. (2022). The Marland report: A defining moment in gifted education. Journal for the Education of the Gifted, 45(1), 3-3.
• Kanevsky, L. S., & Clelland, D. (2013). Accelerating gifted students in Canada: policies and possibilities. Canadian Journal of Education, 36(3), 229-271.
• Karadağ, Y., Baştuğ, G. (2018). Türkiye’de zekâ değerlendirme sürecinde yaşanan etik sorunlar ve öneriler. Ankara Sağlık Hizmetleri Dergisi, 17 (2), 46-57.
• Kaufman, S. B. (2012). Who is currently identified as gifted in the United States. Psychology Today.
• Kaufman, S. B., & Sternberg, R. J. (2008). Conceptions of giftedness. In Handbook of giftedness in children: Psychoeducational theory, research, and best practices (pp. 71-91). Springer US.
• Kim, M. (2016). A meta-analysis of the effects of enrichment programs on gifted students. Gifted Child Quarterly, 60(2), 102-116.
• Kirsch, I., Lennon, M., von Davier, M., Gonzalez, E., & Yamamoto, K. (2013). On the growing importance of international large-scale assessments. The role of international large-scale assessments: Perspectives from Technology, Economy, and Educational Research, 1-11.
• Köhler, T. (2006). Begabtenförderung und Begabungsforschung in Österreich. Bilanz und Perspektive 1996- 2006. Bundesministerium für Unterricht, Kunst und Kultur (BMUKK): Wien.
• Kupietz, M., Belica, C., Keibel, H., & Witt, A. (2010). The German Reference Corpus DeReKo: A primordial sample for linguistic research. In N. Calzolari, K. Choukri, B. Maegaard, J. Mariani, J. Odijk, S. Piperidis & F. Peinado (Eds.), Proceedings of the seventh conference on international language resources and evaluation (LREC 2010) (pp. 1848-1854). European Language Resources Association (ELRA). http://www.lrec-conf.org/proceedings/lrec2010/pdf/414_Paper.pdf
• Kyoto municipal senior high school web site. http://www.edu.city.kyoto.jp/hp/horikawa/
• Laili, N., Sabila, N. S., Vibraena, V. M., Junaidi, A. R., & Dewantoro, D. A. (2020, November). Gifted education in ASEAN. In 2nd Early Childhood and Primary Childhood Education (ECPE 2020) (pp. 6-13). Atlantis Press.
• Laine, S., & Tirri, K. (2016). How Finnish elementary school teachers meet the needs of their gifted students. High Ability Studies, 27(2), 149-164.
• Lambert, M. (2015). Golden age or harmful obsession? policy and practice of gifted and talented education in England 1997-2008. Journal for the Education of Gifted Young Scientists, 3(2), 51-64.
• Lo, C. O., & Porath, M. (2017). Paradigm shifts in gifted education: An examination vis-à-vis its historical situatedness and pedagogical sensibilities. Gifted Child Quarterly, 61(4), 343-360.
• Loveless, T. (2009). The 2008 Brown center report on American education: How well are american students learning? With sections on ınternational assessments, the misplaced math student, and urban schools. Brookings Institution (2), 3.
• Mandelman, S. D., Tan, M., Aljughaiman, A. M., & Grigorenko, E. L. (2010). Intellectual giftedness: Economic, political, cultural, and psychological considerations. Learning and Individual Differences, 20, 287–297. https://dx.doi.org/10.1016/j.lindif.2010.04.014
• Matsumura, N. (2016). Virtual gifted education in Japan. Gifted Education in Asia: Problems and Prospects, 121-145.
• Matsumura, N. (2020). Giftedness in the culture of Japan. In Conceptions of Giftedness (pp. 345-372). Routledge.
• McBee, M. T., Peters, S. J., & Waterman, C. (2014). Combining scores in multiple-criteria assessment systems: The impact of combination rule. Gifted Child Quarterly, 58(1), 69-89.
• McClain, M.-C., & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28(1), 59–88
• Milli Eğitim Bakanlığı. (1991). Üstün zekalı ve yetenekli çocukların eğitimi raporu. Milli Eğitim Bakanlığı.
• Millî Eğitim Bakanlığı. (2013). Özel yetenekli bireyler strateji ve uygulama planı (2013-2017). Millî Eğitim Bakanlığı. https://abdigm.meb.gov.tr/projeler/ois/005.pdf
• Millî Eğitim Bakanlığı. (2023). Bilim ve sanat merkezleri öğrenci tanılama ve yerleştirme kılavuzu. https://orgm.meb.gov.tr/meb_iys_dosyalar/2023_12/25210631_20232024bilimvesanatmerkezleriogrencitanilamaveyerlestirmekilavuzu.pdf
• MEB (2024) BİLSEM yönergesi. (https://orgm.meb.gov.tr/meb_iys_dosyalar/2023_12/19153952_milliegitimbakanligibilimvesanatmerkezleriyonergesiveekleri.pdf
• Mozyrska, D., & Pawluszewicz, E. (2023). Scholarships determination to talented students based on academic characteristics with deep learning approach and particle swarm optimization algorithm. Advanced in Engineering and Intelligence Systems, 1(4), 1-21
• Mönks, F. J. & Pflüger, R. (2005). Gifted education in 21 european countries: ınventory and perspective. A survey conducted on behalf of the German Federal Ministry of Education and Research (BMBF). Bonn
• Mueller-Oppliger, V. (2014). Gifted education in Switzerland: Widely acknowledged, but obstacles still exist in implementation. Center for Educational Policy Studies Journal, 4(3), 89-110.
• National Association for Gifted Children. (2020). State definitions of giftedness. Author. http://www.nagc.org/uploadedFiles/Advocacy/State%20definitions%20%288-24-10%29.pdf
• Niemi, H. (2009, June). Why Finland on the top? Reflections on the reasons for the PISA success. In 3rd Redesigning Pedagogy International Conference.
• OCDE. (2024). Résultats du PISA 2022: Volume V (version abrégée), https://www.oecd.org/fr/publications/resultats-du-pisa-2022-volume-v-version-abregee_29f9ad1c-fr/full-report.html
• OECD. (2015). Education Policy Outlook 2015: Making Reforms Happen. OECD Publishing. https://dx.doi.org/10.1787/9789264225442-en
• OECD. (2013). Education At A Glance 2013. OECD Indicators, http://www.uis.unesco.org. Preckel, F., Goetz, T., Pekrun, R., & Kleine, M. (2008). Gender differences in gifted and average-ability students:
• Comparing girls' and boys' achievement, self-concept, interest, and motivation in mathematics. Gifted child quarterly, 52(2), 146-159.
• Reis, S. M., & McCoach, D. B. (2002). Underachievement in gifted and talented students with special needs. Exceptionality, 10(2), 113-125.
• Reis, S. M., & Peters, P. M. (2021). Research on the Schoolwide Enrichment Model: Four decades of insights, innovation, and evolution. Gifted Education International, 37(2), 109-141.
• Reis-Jorge, J., Ferreira, M., Olcina-Sempere, G., & Marques, B. (2021). Perceptions of giftedness and classroom practice with gifted children – an exploratory study of primary school teachers. Qualitative Research in Education, 10(3), 291–315. https://doi.org/10.17583/qre.8097
• Renzulli JS (2011) What makes giftedness? Reexamining a definition. Phi Delta Kappan (92), 81–88. https://doi. org/10.1177/003172171109200821
• Resch, C. (2014). National policies and strategies for the support of the gifted and talented in Austria. CEPS Journal, 4(3), 9-30.
• Roberts, J. L., & Inman, T. F. (2007). Strategies for differentiating instruction: Best practices for the classroom. Prufrock Press.
• Rutigliano, A., & Quarshie, N. (2021). Policy approaches and initiatives for the inclusion of gifted students in OECD countries. https://www.oecd.org/en/publications/policy-approaches-and-initiatives-for-the-inclusion-of-gifted-students-in-oecd-countries_c3f9ed87-en.html
• Sastre-Riba, S., Pérez-Sánchez, L. F., & Villaverde, A. B. (2018). Programs and practices for identifying and nurturing high intellectual abilities in Spain. Gifted Child Today, 41(2), 63-74.
• Sato N. E. (2004). Inside Japanese classrooms: The heart of education. Routledge. Sevgili-Koçak, S. & Kan, A. (2019). Annelerin üstün yetenekli çocuklarının özelliklerine yönelik görüşlerinin incelenmesi. Uluslararası Sosyal Araştırmalar Dergisi, 12(66), 912-923
• Spitzer, B. (2000). „Rahmenkonzept Besondere Begabung–Hochbegabung: Ein differenzierter Umgang mit Heterogenität “. Bildungsplanung Zentralschweiz, Luzern, 7-8.
• Steenbergen-Hu, S., & Moon, S. M. (2011). The effects of acceleration on high-ability learners: A meta-analysis. Gifted Child Quarterly, 55(1), 39-53.
• Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849-899.
• Tirri, K., & Kuusisto, E. (2013). How Finland serves gifted and talented pupils. Journal for the Education of the Gifted, 36(1), 84-96.
• Türkiye Büyük Millet Meclisi. (2012). Türkiye Büyük Millet Meclisi üstün yetenekli çocukların keşfi, eğitimleriyle ilgili sorunların tespiti ve ülkemizin gelişimine katkı sağlayacak etkin istihdamlarının sağlanması amacıyla kurulan Meclis araştırması komisyonu raporu. Ankara.
• Wach, E., & Ward, R. (2013). Learning about qualitative document analysis. IDS Practice Paper in Brief, ILT Brief 13 August 2013.
• Weilguny, W. M., Resch, C., Samhaber, E., & Hartel, H. (2013). White paper: Promoting talent and excellence. http://www.oezbf.net/cms/tl_files/Publikationen/Veroeffentlichungen/weissbuch_E_fertig_interaktiv.pdf
• Weyringer, S. (2013). Gifted education in Austria. Journal for the Education of the Gifted, 36(3), 365-383. White, K., Fletcher-Campbell, F., Ridley, K., LGA Educational Research Programme, & National foundation for educational research. (2003). What works for gifted and talented pupils: A review of recent research. NFER, National Foundation for Educational Research.
• Worrell, F. C., Subotnik, R. F., Olszewski-Kubilius, P., & Dixson, D. D. (2019). Gifted students. Annual Review of Psychology, 70(1), 551-576.
• Wu, E. (2013). Enrichment and acceleration: Best practice for the gifted and talented. Gifted Education Press Quarterly, 27(2), 1-8.
• Yıldırım, A. & Şimşek, H. (2008). Nitel Araştırma Yöntemleri. (6.Baskı). Seçkin Yayıncılık.
• Ziegler, A. (2008). Hochbegabung [Giftedness]. UTB.