An Investigation on Metaphorical Perceptions of Gifted Students towards the Concepts of Social Studies Course, Social Studies Teacher, and Science and Arts Center

Abstract

The aim of this study is to identify metaphorical perceptions of the gifted students enrolled in Science and Art Center (BILSEM) towards the concepts of Social Studies course, Social Studies teacher, and BILSEM. In line with this aim, gifted students were asked to produce metaphors about the concepts of Social Studies course, Social Studies teacher and BILSEM. This study adopted a phenomenological approach, which is one of the qualitative research methods, and the data were collected through metaphors. The study was carried out with   49 students (29 females, 20 males). The students were administered a form that included incomplete sentences such as “Social Studies course is like... because...”, “Social Studies teacher is like...because...” and “BILSEM is like...because...”. The collected data were analyzed using content analysis methods. Results show that gifted students who are enrolled in BILSEM have positive attitudes towards the concepts of Social Studies course, Social Studies teacher, and BILSEM. 

Keywords

• Gifted Children
• Science and Art Center (BILSEM)
• Social Studies Course
• Social Studies Teacher

References

1. Aslan, H., Doğan, Ü. (2016). Metaphoric perceptions of the schools and the centers of science and art in which the talented students attended: the comparative case study. Abant İzzet Baysal University Education Faculty Journal, 16 (2), 335-350.
2. Atalay, Z. Ö. (2014). Teaching strategies that can be applied to differentiated social studies courses for gifted and talented individuals. Hasan Ali Yücel Education Faculty Journal, 11(22), 339-358.
3. Blaas, S. (2014). The Relationship Between Social-Emotional Difficulties and Underachievement of Gifted Students. Australian Journal of Guidance and Counselling, 24 (2), 243.
4. Çelik Şahin, Ç. (2014). An examination of the views of science and art center students on these institutions. Hasan Ali Yücel Education Faculty Journal, 11(21), 101-117.
5. Demirel, Ö. (2009). Planning and evaluation teaching in teaching art. 14. Printing. Ankara: Pegem Publishing.
6. Erişti, B. (2012). Highly talented students' views on learning, teaching, teaching profession and teacher characteristics. Turkish Giftedness and Education Journal, 2(1), 18-36.
7. Forceville, C. (2002). The identification of target and source in pictorial metaphors. Journal of Pragmatics, 34, 1–14.
8. Fraser-Seeto, K., Howard, S. J. & Woodcock, S. (2015). An investigation of teachers' awareness and willingness to engage with a self-directed professional development package on gifted and talented education. Australian Journal of Teacher Education, 40 (1), 1-14.

9. Gök, B. ve Erdoğan, T. (2010). Investıgatıon of pre-servıce teachers’ perceptıons about concept of technology through metaphor analysıs. The Turkish Online Journal of Educational Technology,9(2), 145-160.
10. Gömleksiz, M. N., Kan, A.Ü. ve Öner, Ü. (2012). Metaphorical perceptions of primary school students about social studies lesson. Erzincan University Education Faculty Journal, 14(2), 419-436.
11. Kunt, K., Tortop, H. S. (2013). Metaphoric perceptions related to gifted students in science and art centers in Turkey. Journal of Gifted Education Research, 1(2), 117-127.
12. MEB (Milli Eğitim Bakanlığı), (2016). Directive of Science and Art Centers. Ankara: General Directorate of Special Education and Guidance Services.
13. MEB (Milli Eğitim Bakanlığı), (2017). Understand me, I have a special talented child. Ankara: General Directorate of Special Education and Guidance Services.
14. Mertol, H., Doğdu, M., Yılar, B. (2013). Metaphorical perceptions of gifted and talented students on social studies. Journal of Gifted and Talented Education and Research (UYAD), 1(3), 176-183.
15. Miles M. B. ve Huberman A. M. (2002) Qualitative researcher’s companion. London: Sage Publication.
16. Okan, Z., & Işpınar, D. (2009). Gifted students perceptions of learning English as a foreign language. Educational Research and Reviews, 4(4), 117-126.
17. Popham, D. (1971). Teaching gifted social sciences in grades ten through twelve. Sacramento, CA: California State Department of Education .
18. Sak, U. (2012). Gifted, features, diagnosing, training. Ankara: Vize Publishing.
19. Satmaz, İ. (2016). Examination of Metaphoric perceptions of BİLSEM and mathematics concept of gifted students. Unpublished Master's thesis, Çanakkale Onsekiz Mart University, Institute of Educational Sciences, Çanakkale.
20. Soysal, D. ve Afacan, Ö. (2012). Metaphorical situations for primary school students' concepts of science and technology lessons and science and technology lessons. Mustafa Kemal University Social Sciences Institute Journal, 9(19),287-306.
21. Yıldırım, A., Şimşek, H. (2012). Qualitative research methods in the social sciences. Ankara: Seçkin Publishing.