Research Article
BibTex RIS Cite

The Opinions of Teachers Regarding the Character Development and Character Education of Gifted Students

Year 2022, Volume: 23 Issue: 4, 911 - 930, 01.12.2022
https://doi.org/10.21565/ozelegitimdergisi.951346

Abstract

Introduction: One of the objectives of the schools is to support character development of students and provide them with character education. Character education positively affects social and emotional well-being of gifted students who have different characteristics and needs from their peers. The objective of this study is to examine the opinions of teachers regarding the character development and character education of gifted students.
Method: The main phenomena of the current study are teachers’ opinions on the character development and character education of gifted students; thus, phenomenological research was designed. The participants were purposely selected based on their experience. The participants were selected among teachers working in a state school in Istanbul that provides education to gifted students. Data was collected through semi-structured interview, and the interviews were conducted with 15 teachers. Content analysis technique was used to analyze the data.
Findings: As a result of content analysis of data, three themes (i) characteristics and needs of the gifted, (ii) character development of the gifted, and (iii) character education of the gifted were developed. Fast learning/grasping is detected as a prominent trait in the first theme according to the opinions of the participants. As to the second theme, some participants stated that the character development of the gifted is slower than their peers while the other participants supported the idea that the character development of the gifted is faster and more improved compared to their peers. In the third theme, the majority of the participants criticized values education program applied for character development of the students by Ministry of National Education (MoNE) by stating that it is barely adequate for the gifted students. Lastly, nearly every participant regarded character education as inadequate during distance education.
Discussion: The majority of the participant teachers criticized the fact that character education of gifted students is underestimated in schools. Based on the findings of the study, it may be recommended that character education programs should be produced by taking the needs and characteristics of gifted students into consideration. Furthermore, in-service trainings on the character education of gifted students could be organized to raise awareness of teachers and school administrators by the central organization of the MoNE.

References

  • Abdulla Alabbasi, A. M., A. Ayoub, A. E., & Ziegler, A. O. (2020). Are gifted students more emotionally intelligent than their non-gifted peers? A meta-analysis. High Ability Studies, 1-29. https://doi.org/10.1080/13598139.2020.1770704
  • Altman, R. (1983). Social-emotional development of gifted children and adolescents: A research model. Roeper Review, 6, 65-67. https://doi.org/10.1080/02783198309552757
  • Ayaydın, Y. & Ün, D. (2018). Bilim ve sanat merkezi öğretmenlerine göre üstün yetenekli öğrencilerin eğitimi ve BİLSEM’ler [The stand point of science and arts center teacher's towards the education of gifted students and BİLSEM’s]. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 121-155. https://dergipark.org.tr/en/download/article-file/491572
  • Bakioğlu, A. (Ed.). (2018). Karşılaştırmalı eğitim yönetimi: PISA'da başarılı ülkelerin eğitim sistemleri (5. Baskı) [Comparative education administration: Education systems of the successful countries in PISA]. Nobel Akademik Yayıncılık.
  • Balcı, F. A., & Yelken, T. Y. (2010). İlköğretim öğretmenlerinin “değer” kavramına yükledikleri anlamlar [Meanings attributed to the concept of “value” by primary school teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 81-90. https://dergipark.org.tr/en/download/article-file/87458
  • Bayırlı, H., Doruk, O., & Tüfekci, A. (2020). Öğretmenlerin değerler eğitimi hakkındaki görüşleri: Afyonkarahisar örneği [Teachers’ views on values education: Case of Afyonkarahisar province]. Eğitimde Nitel Araştırmalar Dergisi, 8(3), 865-894. https://dergipark.org.tr/en/pub/enad/issue/56216/775110
  • Berkowitz, M. W., & Hoppe, M. A. (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142. https://doi.org/10.1080/13598130903358493
  • Bickley, N. Z. (2001). The social and emotional adjustment of gifted children who experience asynchro- nous development and unique educational needs. (Unpublished doctoral dissertation), University of Connecticut.
  • Bloom, B. S. (1982). The role of gifts and markers in the development of talent. Exceptional Children, 48, 510-521.
  • Cihan, N. (2014). Okullarda değerler eğitimi ve Türkiye'deki uygulamaya bir bakış [Values education at schools and its practice in Turkey]. Electronic Turkish Studies, 9(2), 429-436. http://dx.doi.org/10.7827/TurkishStudies.6402
  • Chen, A. (1980). Social development in gifted children. Roeper Review, 3, 42-44. https://doi.org/10.1080/02783198009552519
  • Clark, B. (2002). Growing up gifted. Developing the potential of children at home and at school (5th ed.). Prentice Hall.
  • Clarke, V., & Braun V. (2014) Thematic analysis. In T. Teo (Ed.). Encyclopedia of critical psychology (pp. 1947-1952). Springer.
  • Collins (n. d.). Collins dictionary. Retrieved November 14, 2020, from https://www.collinsdictionary.com/
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.
  • Curren, R. (2017). Why character education? Impact - Philosophical Perspectives on Education Policy, 24, 1-44. https://onlinelibrary.wiley.com/doi/epdf/10.1111/2048-416X.2017.12004.x
  • Cutts, N. E. & Moseley, N. (2004). Üstün zekâlı ve yetenekli çocukların eğitimi [Education of gifted and talented children] (Çev: İsmail Ersevim), Özgür Yayınları.
  • Çelikkaya, T., & Filoğlu, S. (2014). Sosyal bilgiler öğretmenlerinin değere ve değer eğitimine ilişkin görüşleri [Attitudes of social studies teachers toward value and values education]. Kuram ve Uygulamada Eğitim Bilimleri, 14(4), 1541-1556. https://doi.org/10.12738/estp.2014.4.1605
  • Çoban, Ö. (2018). Üstün yeteneklilere yönelik geliştirilen karakter eğitimi programına ilişkin öğretmen görüşlerinin incelenmesi [Investigaton of teachers views on character education program for gifted] (Tez Numarası: 543702) [Yüksek lisans tezi, Bahçeşehir Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Dai, D. Y. (2019). Toward a new era of gifted education: Principles, policies, and strategies. Turkish Journal of Giftedness & Education, 9(1), 2-15. https://dergipark.org.tr/en/pub/tuzed/issue/58922/849495
  • Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented. Pearson Education Press.
  • Delisle, J. R., & Lewis, B. A. (2003). The survival guide for teachers of gifted kids. Barnes and Noble Publishing.
  • Dirkes, M.A. (1983). Anxiety in the gifted: Pluses and minuses. Roeper Review, 6, 68-70. https://doi.org/10.1080/02783198309552758
  • Duska, R., & Whelan, M. (1975). Moral development: A guide to Piaget and Kohlberg. Paulist Press.
  • Ekici, G., & Erdoğan, E. (2019). Perception of peace in gifted students (Case of Kırıkkale). Bayburt Eğitim Fakültesi Dergisi, 14(28), 196-216. https://doi.org/10.35675/befdergi.465783
  • Ekşi, H. (2003). Temel insani değerlerin kazandırılmasında bir yaklaşım: Karakter eğitimi programları [Character education programs: An approach for acquiring core human values]. Değerler Eğitimi Dergisi, 1(1), 79-96. https://dergipark.org.tr/en/pub/ded/issue/29200/312609
  • Ekşi, H. & Katılmış, A. (2016). Uygulama örnekleriyle değerler eğitimi [Values education with examples of practice] (ss. 1-55). Nobel Akademik Yayıncılık.
  • Emmel, N. (2013). Sampling and choosing cases in qualitative research: A realist approach. Sage Publishing.
  • Erdem, Ş., & Baloğlu, M. (2018). Üstün yetenekli ergenlerin bazı psikolojik belirtilerinin betimlenmesi ve genel ergen popülasyonu ile karşılaştırılması [The description of some psychological symptoms among gifted adolescents and a comparison with non-gifted adolescent population]. Milli Eğitim Dergisi, 47(1), 53-66. https://dergipark.org.tr/en/pub/milliegitim/issue/40518/477519
  • Ergin, E, & Karatas, S . (2014). Öğretmenlerin değerler eğitimi hakkındaki görüşleri: Bir durum çalışması [Value education about the opinions of teachers: A case study]. Journal of Educational Science, 2(2), 33-45. https://dergipark.org.tr/en/pub/jedus/issue/16125/168709
  • Ferguson, W.E. (1981). Gifted adolescents, stress, and life changes. Adolescence, 16(64), 973-985.
  • Gibson, K. L., & Landwehr-Brown, M. (2009). Moral development in preparing gifted students for global citizenship. D. Cross & T. Cross (Eds.), In Morality, ethics, and gifted minds (pp. 301-312). Springer.
  • Godor, B. P. (2019) Gifted metaphors: Exploring the metaphors of teachers in gifted education and their impact on teaching the gifted, Roeper Review, 41(1), 51-60. https://doi.org/10.1080/02783193.2018.1553219
  • Grant, B. (2009). Character problems: Justifications of character education programs, compulsory schooling, and gifted education. In D. Cross & T. Cross (Eds.), Morality, ethics, and gifted minds (pp. 327-344). Springer.
  • Gross, M. U. M. (1993). Exceptionally gifted children. Routledge.
  • Gürhan, E., & Çiftçi, S. (2017). İlkokullarda uygulanan değerler eğitimi uygulamalarının yönetici ve sınıf öğretmenlerinin görüşlerine göre değerlendirilmesi [The evaluation of values education applications carried out in primary schools according to the views of school administrator and class teachers]. Uluslararası Eğitim Bilimleri Dergisi, 4(13), 230-246. https://doi.org/10.16991/INESJOURNAL.1510
  • Harrison, C. (2004). Giftedness in early childhood:The search for complexity and connection. Roeper Review, 26(2), 78–84. https://doi.org/10.1080/02783190409554246
  • Hébert, T. P., & Kent, R. (2000). Nurturing social and emotional development in gifted teenagers through young adult literature. Roeper Review, 22(3), 167-171. https://doi.org/10.1080/02783190009554027
  • Işık, E., & Metin, E. N. (2020). Üstün yeteneğin güçlükleriyle baş etmede aileye düşen sorumluluklar [The responsibilities of gifted children parents’ in coping with the challenges of giftedness]. Çocuk ve Medeniyet Dergisi, 5(10), 297-317. https://doi.org/10.47646/CMD.2020.212
  • Jost, M. (2006). İleri zekâlı çocukları tespit etmek ve desteklemek [Identifying and supporting gifted children] (Çev: A. Kanat). İlya Yayıncılık.
  • Jovanovic, M. M., & Vukić, T. M. (2018). Types of support gifted students receive in school. Facta Universitatis, Series: Teaching, Learning and Teacher Education, 2(2), 125-135. https://doi.org/10.22190/FUTLTE1802125J
  • Keser, S. C. & Erdem, P. (2019). The effectiveness of plastic arts education weighted creative drama in the education of gifted/talented children. Contemporary Educational Researches Journal, 9(1), 32–37. https://doi.org/10.18844/cerj.v9i1.3856.
  • Köknel, Ö. (2005). Kaygıdan mutluluğa kişilik [Personality from anxiety to happiness] (17. Baskı), Altın Kitaplar.
  • Kurtulmuş, M., Tösten, R., & Gündaş, A. (2014). İlköğretim 1. kademe öğretmenlerinin değerler eğitimi sürecinde karşılaştıkları sorunlar. [The problems encountered by the first stage elementary school teachers in the process of value education] Değerler Eğitimi Dergisi, 12 (27), 281-305. https://dergipark.org.tr/en/pub/ded/issue/29172/312400
  • Levent, F., & Gökkaya, Z. (2014). Education policies underlying South Korea's economic success. Journal Plus Education, 10(1), 275-291. https://uav.ro/jour/index.php/jpe/article/view/237
  • Levent, A. F., & Yazıcı, E. (2014). Singapur eğitim sisteminin başarısına etki eden faktörlerin incelenmesi. [Examination of factors affecting success of Singapore education system] Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 39, 121-143. https://doi.org/10.15285/EBD.2014397401
  • Levent, A. F., & Taçgın, Z. (2014). Education policies underlying South Korea’s economic success. Journal Plus Education, 10, 275-291. https://www.uav.ro/jour/index.php/jpe/article/view/237/251 Levent, A. F. (2020a). Üstün yetenekli çocukları anlamak: Üstün yetenekli çocuklar sarmalında aile, eğitim sistemi ve toplum [Understanding gifted children: Perspectives of family, education system and society] (4. Basım). Nobel Akademik Yayıncılık.
  • Levent, A. F. (2020b). Bilim ve sanat merkezlerinde eğitim: Mevcut durum ve politika önerileri [Education in Science and Art Centers: Current situation and policy recommendations]. İLKE Politika Notu, 70, 1-24. https://doi.org/10.26414/pn016
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  • Louis, B., & Lewis, M. (1992). Parental beliefs about giftedness in young children and their relation to actual ability level. Gifted Child Quarterly, 36, 27-31. https://doi.org/10.1177/001698629203600107
  • Lovecky, D. V. (1993). The quest for meaning: Counseling issues with gifted children and adolescents. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 29-50). Love Publishing Company.
  • Lumpkin, A. (2013). Teachers as role models teaching character and moral virtues. Journal of Physical Education, Recreation & Dance, 79(2), 45-50. https://doi.org/10.1080/07303084.2008.10598134
  • Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59-82. https://www.ceeol.com/search/article-detail?id=673569
  • Ngiamsunthorn, P. S. (2020). Promoting creative thinking for gifted students in undergraduate mathematics. Journal of Research and Advances in Mathematics Education, 5(1), 13-25. https://doi.org/10.23917/jramathedu.v5i1.9675
  • Padilla-Díaz, M. (2015). Phenomenology in educational qualitative research: Philosophy as science or philosophical science? International Journal of Educational Excellence, 1(2). https://doi.org/101-110. 10.18562/IJEE.2015.0009
  • Passow, A. H. (1988). Educating gifted persons who are caring and concerned. Roeper Review, 11, 13-15.
  • Peterson, J., Duncan, N., & Canady, K. (2009). A longitudinal study of negative life events, stress, and school experiences of gifted youth. Gifted Child Quarterly, 53(1), 34-49. https://doi.org/10.1177/0016986208326553
  • Piirto, J. & Heward, W. L. (2003). Giftedness and talent. In W. L. Heward (Ed.), Exceptional children: Introduction to special education (pp. 526-566). Merrill/Prentice Hall.
  • Pufal-Struzik, I. (1999). Self-actualization and other personality dimensions as predictors of mental health of intellectually gifted students. Roeper Review, 22(1), 44-47.
  • Renzulli, J. S. & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Creative Learning Press.
  • Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M. Hartman, R. K., Westberg, K. W., Gavin, M. K., Reis, S. M., Siegle, D., & Systma Reed, R. E. (2010). Scales for rating the behavioral characteristics of superior student: Technical and administration manual (3rd ed.). Creative Learning Press, Inc.
  • Robinson, H. B., Roedell, W. C., & Jackson, N. E. (1979). Early identification and intervention. In A. H. Passow (Ed.), The gifted and talented: Their education and development (pp. 138-154). The 78th yearbook of the National Society for the Study of Education, Part I. The University of Chicago Press.
  • Roedell, W. (1984). Vulnerabilities of highly gifted children. Roeper Review, 6(3), 127-130. https://doi.org/10.1080/02783198409552782
  • Roeper, A. (1988). Should educators of the gifted and talented be more concerned with world issues? Roeper Review, 11, 12-13. https://doi.org/10.1080/02783198809553151
  • Saranlı, A., & Metin, N. (2012). Social-emotional problems observed in gifted children. Ankara University Journal of Faculty of Educational Sciences (JFES), 45(1), 139-164. https://doi.org/10.1501/Egifak_0000001239
  • Shani-Zinovich, S., & Zeidner, M. (2013). The elusive search for the personality of the intellectually gifted student: Some cross-cultural findings and conclusions from the Israeli educational context. Talent Development & Excellence, 5(2), 13-22. https://iratde.com/index.php/jtde/article/view/31
  • Silverman, L. K. (Ed.). (1993). Counseling the gifted and talented. Love Publishing.
  • Silverman, L. K., & Ellsworth, B. (1980). The theory of positive disintegration and its implications for giftedness. In N. Duda (Ed.), Theory of positive disintegration: Proceedings of the third international conference (pp. 179-194). University of Miami School of Medicine.
  • Sisk, D. (1987). Creative teaching of the gifted. McGraw-Hill Book Company.
  • Smedsrud, J. (2020). Explaining the variations of definitions in gifted education. Nordic Studies in Education, 40(1), 79-97. https://doi.org/10.23865/nse.v40.2129
  • Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications.
  • Terman, L. M., & Oden, M. H. (1947). Genetic studies of genius: Vol. 4. The gifted child grows up. Stanford University Press.
  • Tirri, K., & Laine, S. (2017). Ethical challenges in inclusive education: The case of gifted students. A. Gajewski (Ed.), In Ethics, equity, and inclusive education (pp. 239-257). Emerald Group Publishing. https://doi.org/10.1108/S1479-363620170000009010
  • Tortop, H. S. (2018). Üstün yetenekli öğrencilerin etik ikilemler karşısındaki durumları: ÜYÜKEP programı örneği [Situations of gifted students to ethical dilemmas: EPGBU program case]. Üstün Zekâlılar Eğitimi ve Yaratıcılık Dergisi, 5(2), 112-122. https://dergipark.org.tr/en/pub/jgedc/issue/40757/494948
  • Troxclair, D. A. (2013). Preservice teacher attitudes toward giftedness. Roeper Review, 35(1), 58-64. https://doi.org/10.1080/02783193.2013.740603
  • Turgut Yıldırım, D. (2019). Üstün yetenekli öğrencilerde değerler eğitiminin idareci ve öğretmen görüşlerine göre değerlendirilmesi, [Evaluation of values education in the case of gifted students according to the opinions of teachers and administrators] (Tez Numarası: 575606) [Yüksek lisans tezi, İnönü Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Türk Dil Kurumu (n. d.). Güncel Türkçe sözlük. Retrieved November 14, 2020, from https://sozluk.gov.tr/
  • Umami, I., Gani, A., & Waskito, T. (2019). Proposal of character and moral education for gifted young scientists in Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 377-387. https://doi.org/10.17478/jegys.579560
  • Uzuner, N. K. (2019). Değerler eğitimine ilişkin sınıf öğretmenlerinin görüşleri [Opinions of primary school teachers about values education]. PESA Uluslararası Sosyal Araştırmalar Dergisi, 5(2), 42-58. https://doi.org/10.25272/j.2149-8385.2019.5.2.01
  • Ünal, N. E., & Sak, U. (2020). Sıra dışı olanlar: Özel yetenekli yalnız ergenler [Exceptional ones: Lonely gifted adolescents]. Çocuk ve Medeniyet Dergisi, 5(10), 281-296. https://doi.org/10.47646/CMD.2020.214
  • Van Manen, M. (2015). Researching lived experience: Human science for an action sensitive pedagogy. Left Coast Press.
  • Ward, V. S. (1985). Giftedness and personal development: Theoretical considerations. Roeper Review, 8, 6-10. https://doi.org/10.1080/02783198509552918
  • Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1982). Guiding the gifted child. Ohio Psychology Publishing.
  • Yalçın, M. (2019). 5. sınıf sosyal bilgiler müfredatındaki değerler eğitimiyle ilgili öğretmen görüşleri (Sivas örneği), [Teacher opinions about values education in changed (2017) social sciences curriculum (Sivas example)] (Tez Numarası: 589412) [Yüksek lisans tezi, Erzincan Binali Yıldırım Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Yaylacı, A. (2016). Değerler eğitimi ve bir fabrika olarak modern okul [Values education and the modern school as a factory]. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 6(2), 153-172. https://dergipark.org.tr/en/pub/kusbd/issue/25163/265822
  • Yıldırım, A., & Şimsek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (10. Baskı). Seçkin Yayıncılık.
  • Yılmaz, B., & Tortop, H. S. (2018). Değerler eğitimi ve üstün yetenekliler [Values education and gifted]. Journal of Gifted Education and Creativity, 5(1), 10-27. https://dergipark.org.tr/tr/pub/jgedc/issue/40757/492891
  • Yiğittir, S., & Keleş, H. (2011). Sosyal bilgiler dersinde değer eğitimine ilişkin sınıf öğretmenlerin görüşleri [In views of classroom teachers concerning in social studies course the values education]. Milli Eğitim, 40(189), 144-155. https://dergipark.org.tr/tr/download/article-file/442625
  • Zeidner, M. (2020). “Don’t worry-be happy”: The sad state of happiness research in gifted students. High Ability Studies, 1-18. https://doi.org/10.1080/13598139.2020.1733392

Üstün Yetenekli Öğrencilerin Karakter Gelişimleri ve Karakter Eğitimine İlişkin Öğretmen Görüşleri

Year 2022, Volume: 23 Issue: 4, 911 - 930, 01.12.2022
https://doi.org/10.21565/ozelegitimdergisi.951346

Abstract

Giriş: Okulların amaçlarından biri de öğrencilerin karakter gelişimini desteklemek ve onlara karakter eğitimi vermektedir. Yaşıtlarından farklı özellik ve ihtiyaçlara sahip olan üstün yetenekli öğrencilere karakter eğitimi, bu öğrencilerin sosyal ve duygusal iyi oluşlarını olumlu yönde etkilemektedir. Bu çalışmanın amacı, üstün yetenekli öğrencilerin karakter gelişimleri ve karakter eğitimine ilişkin öğretmen görüşlerinin incelenmesidir.
Yöntem: Bu çalışma, nitel araştırma yöntemlerinden olgubilim deseni ile gerçekleştirilmiştir. Araştırmanın çalışma grubu, amaçlı ölçüt örnekleme yöntemiyle belirlenmiştir. Çalışmanın amacına uygun olarak, üstün yetenekli öğrencilerle çalışan 15 öğretmenle görüşme yapılmıştır. Bu çalışmada veri toplamak için nitel veri toplama yöntemlerinden yarı yapılandırılmış görüşme tekniği kullanılmıştır. Elde edilen veriler içerik analizi ile çözümlenmiştir.
Bulgular: Verilerin analizi sonucunda; üstün yeteneklilerin özellikleri ve ihtiyaçları, üstün yetenekli öğrencilerin karakter gelişimi ve bu öğrencilere karakter eğitimi olmak üzere üç temaya ulaşılmıştır. Üstün yetenekli öğrencilerin özellikleri ve ihtiyaçları temasında hızlı öğrenme/kavrama kodunun öne çıktığı görülmektedir. İkinci temada, katılımcı öğretmenlerin bir kısmı, üstün yetenekli öğrencilerin karakter gelişiminde akranlarından daha önde olduğunu, katılımcıların bir kısmı ise bu öğrencilerin akranlarına göre geride kaldıklarını belirterek iki farklı görüş ortaya koymuştur. Üçüncü temada katılımcı öğretmenlerin çoğu, Milli Eğitim Bakanlığı (MEB) tarafından uygulanan değerler eğitimi programının üstün yeteneklilerin karakter gelişimi için yetersiz olduğunu belirtmiş ve uzaktan eğitim yoluyla karakter eğitiminin verimsiz olduğunu ifade etmiştir.
Tartışma: Okullarda üstün yetenekli öğrencilerin eğitiminde karakter eğitiminin ihmal edilmesi büyük bir eksiklik olarak kabul edilmektedir. Bu araştırmada elde edilen bulgular doğrultusunda, üstün yetenekli öğrencilerin ihtiyaçlarına ve özelliklerine uygun olarak karakter eğitimi programlarının hazırlanması gerektiği söylenebilir. Ayrıca MEB merkez örgütü tarafından üstün yetenekli öğrencilerin karakter eğitimine ilişkin öğretmenlere ve okul yöneticilerine yönelik hizmet içi eğitimlerin düzenlenmesi önerilebilir.

References

  • Abdulla Alabbasi, A. M., A. Ayoub, A. E., & Ziegler, A. O. (2020). Are gifted students more emotionally intelligent than their non-gifted peers? A meta-analysis. High Ability Studies, 1-29. https://doi.org/10.1080/13598139.2020.1770704
  • Altman, R. (1983). Social-emotional development of gifted children and adolescents: A research model. Roeper Review, 6, 65-67. https://doi.org/10.1080/02783198309552757
  • Ayaydın, Y. & Ün, D. (2018). Bilim ve sanat merkezi öğretmenlerine göre üstün yetenekli öğrencilerin eğitimi ve BİLSEM’ler [The stand point of science and arts center teacher's towards the education of gifted students and BİLSEM’s]. Amasya Üniversitesi Eğitim Fakültesi Dergisi, 7(1), 121-155. https://dergipark.org.tr/en/download/article-file/491572
  • Bakioğlu, A. (Ed.). (2018). Karşılaştırmalı eğitim yönetimi: PISA'da başarılı ülkelerin eğitim sistemleri (5. Baskı) [Comparative education administration: Education systems of the successful countries in PISA]. Nobel Akademik Yayıncılık.
  • Balcı, F. A., & Yelken, T. Y. (2010). İlköğretim öğretmenlerinin “değer” kavramına yükledikleri anlamlar [Meanings attributed to the concept of “value” by primary school teachers]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 81-90. https://dergipark.org.tr/en/download/article-file/87458
  • Bayırlı, H., Doruk, O., & Tüfekci, A. (2020). Öğretmenlerin değerler eğitimi hakkındaki görüşleri: Afyonkarahisar örneği [Teachers’ views on values education: Case of Afyonkarahisar province]. Eğitimde Nitel Araştırmalar Dergisi, 8(3), 865-894. https://dergipark.org.tr/en/pub/enad/issue/56216/775110
  • Berkowitz, M. W., & Hoppe, M. A. (2009). Character education and gifted children. High Ability Studies, 20(2), 131-142. https://doi.org/10.1080/13598130903358493
  • Bickley, N. Z. (2001). The social and emotional adjustment of gifted children who experience asynchro- nous development and unique educational needs. (Unpublished doctoral dissertation), University of Connecticut.
  • Bloom, B. S. (1982). The role of gifts and markers in the development of talent. Exceptional Children, 48, 510-521.
  • Cihan, N. (2014). Okullarda değerler eğitimi ve Türkiye'deki uygulamaya bir bakış [Values education at schools and its practice in Turkey]. Electronic Turkish Studies, 9(2), 429-436. http://dx.doi.org/10.7827/TurkishStudies.6402
  • Chen, A. (1980). Social development in gifted children. Roeper Review, 3, 42-44. https://doi.org/10.1080/02783198009552519
  • Clark, B. (2002). Growing up gifted. Developing the potential of children at home and at school (5th ed.). Prentice Hall.
  • Clarke, V., & Braun V. (2014) Thematic analysis. In T. Teo (Ed.). Encyclopedia of critical psychology (pp. 1947-1952). Springer.
  • Collins (n. d.). Collins dictionary. Retrieved November 14, 2020, from https://www.collinsdictionary.com/
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). Sage Publications, Inc.
  • Curren, R. (2017). Why character education? Impact - Philosophical Perspectives on Education Policy, 24, 1-44. https://onlinelibrary.wiley.com/doi/epdf/10.1111/2048-416X.2017.12004.x
  • Cutts, N. E. & Moseley, N. (2004). Üstün zekâlı ve yetenekli çocukların eğitimi [Education of gifted and talented children] (Çev: İsmail Ersevim), Özgür Yayınları.
  • Çelikkaya, T., & Filoğlu, S. (2014). Sosyal bilgiler öğretmenlerinin değere ve değer eğitimine ilişkin görüşleri [Attitudes of social studies teachers toward value and values education]. Kuram ve Uygulamada Eğitim Bilimleri, 14(4), 1541-1556. https://doi.org/10.12738/estp.2014.4.1605
  • Çoban, Ö. (2018). Üstün yeteneklilere yönelik geliştirilen karakter eğitimi programına ilişkin öğretmen görüşlerinin incelenmesi [Investigaton of teachers views on character education program for gifted] (Tez Numarası: 543702) [Yüksek lisans tezi, Bahçeşehir Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Dai, D. Y. (2019). Toward a new era of gifted education: Principles, policies, and strategies. Turkish Journal of Giftedness & Education, 9(1), 2-15. https://dergipark.org.tr/en/pub/tuzed/issue/58922/849495
  • Davis, G. A., & Rimm, S. B. (2004). Education of the gifted and talented. Pearson Education Press.
  • Delisle, J. R., & Lewis, B. A. (2003). The survival guide for teachers of gifted kids. Barnes and Noble Publishing.
  • Dirkes, M.A. (1983). Anxiety in the gifted: Pluses and minuses. Roeper Review, 6, 68-70. https://doi.org/10.1080/02783198309552758
  • Duska, R., & Whelan, M. (1975). Moral development: A guide to Piaget and Kohlberg. Paulist Press.
  • Ekici, G., & Erdoğan, E. (2019). Perception of peace in gifted students (Case of Kırıkkale). Bayburt Eğitim Fakültesi Dergisi, 14(28), 196-216. https://doi.org/10.35675/befdergi.465783
  • Ekşi, H. (2003). Temel insani değerlerin kazandırılmasında bir yaklaşım: Karakter eğitimi programları [Character education programs: An approach for acquiring core human values]. Değerler Eğitimi Dergisi, 1(1), 79-96. https://dergipark.org.tr/en/pub/ded/issue/29200/312609
  • Ekşi, H. & Katılmış, A. (2016). Uygulama örnekleriyle değerler eğitimi [Values education with examples of practice] (ss. 1-55). Nobel Akademik Yayıncılık.
  • Emmel, N. (2013). Sampling and choosing cases in qualitative research: A realist approach. Sage Publishing.
  • Erdem, Ş., & Baloğlu, M. (2018). Üstün yetenekli ergenlerin bazı psikolojik belirtilerinin betimlenmesi ve genel ergen popülasyonu ile karşılaştırılması [The description of some psychological symptoms among gifted adolescents and a comparison with non-gifted adolescent population]. Milli Eğitim Dergisi, 47(1), 53-66. https://dergipark.org.tr/en/pub/milliegitim/issue/40518/477519
  • Ergin, E, & Karatas, S . (2014). Öğretmenlerin değerler eğitimi hakkındaki görüşleri: Bir durum çalışması [Value education about the opinions of teachers: A case study]. Journal of Educational Science, 2(2), 33-45. https://dergipark.org.tr/en/pub/jedus/issue/16125/168709
  • Ferguson, W.E. (1981). Gifted adolescents, stress, and life changes. Adolescence, 16(64), 973-985.
  • Gibson, K. L., & Landwehr-Brown, M. (2009). Moral development in preparing gifted students for global citizenship. D. Cross & T. Cross (Eds.), In Morality, ethics, and gifted minds (pp. 301-312). Springer.
  • Godor, B. P. (2019) Gifted metaphors: Exploring the metaphors of teachers in gifted education and their impact on teaching the gifted, Roeper Review, 41(1), 51-60. https://doi.org/10.1080/02783193.2018.1553219
  • Grant, B. (2009). Character problems: Justifications of character education programs, compulsory schooling, and gifted education. In D. Cross & T. Cross (Eds.), Morality, ethics, and gifted minds (pp. 327-344). Springer.
  • Gross, M. U. M. (1993). Exceptionally gifted children. Routledge.
  • Gürhan, E., & Çiftçi, S. (2017). İlkokullarda uygulanan değerler eğitimi uygulamalarının yönetici ve sınıf öğretmenlerinin görüşlerine göre değerlendirilmesi [The evaluation of values education applications carried out in primary schools according to the views of school administrator and class teachers]. Uluslararası Eğitim Bilimleri Dergisi, 4(13), 230-246. https://doi.org/10.16991/INESJOURNAL.1510
  • Harrison, C. (2004). Giftedness in early childhood:The search for complexity and connection. Roeper Review, 26(2), 78–84. https://doi.org/10.1080/02783190409554246
  • Hébert, T. P., & Kent, R. (2000). Nurturing social and emotional development in gifted teenagers through young adult literature. Roeper Review, 22(3), 167-171. https://doi.org/10.1080/02783190009554027
  • Işık, E., & Metin, E. N. (2020). Üstün yeteneğin güçlükleriyle baş etmede aileye düşen sorumluluklar [The responsibilities of gifted children parents’ in coping with the challenges of giftedness]. Çocuk ve Medeniyet Dergisi, 5(10), 297-317. https://doi.org/10.47646/CMD.2020.212
  • Jost, M. (2006). İleri zekâlı çocukları tespit etmek ve desteklemek [Identifying and supporting gifted children] (Çev: A. Kanat). İlya Yayıncılık.
  • Jovanovic, M. M., & Vukić, T. M. (2018). Types of support gifted students receive in school. Facta Universitatis, Series: Teaching, Learning and Teacher Education, 2(2), 125-135. https://doi.org/10.22190/FUTLTE1802125J
  • Keser, S. C. & Erdem, P. (2019). The effectiveness of plastic arts education weighted creative drama in the education of gifted/talented children. Contemporary Educational Researches Journal, 9(1), 32–37. https://doi.org/10.18844/cerj.v9i1.3856.
  • Köknel, Ö. (2005). Kaygıdan mutluluğa kişilik [Personality from anxiety to happiness] (17. Baskı), Altın Kitaplar.
  • Kurtulmuş, M., Tösten, R., & Gündaş, A. (2014). İlköğretim 1. kademe öğretmenlerinin değerler eğitimi sürecinde karşılaştıkları sorunlar. [The problems encountered by the first stage elementary school teachers in the process of value education] Değerler Eğitimi Dergisi, 12 (27), 281-305. https://dergipark.org.tr/en/pub/ded/issue/29172/312400
  • Levent, F., & Gökkaya, Z. (2014). Education policies underlying South Korea's economic success. Journal Plus Education, 10(1), 275-291. https://uav.ro/jour/index.php/jpe/article/view/237
  • Levent, A. F., & Yazıcı, E. (2014). Singapur eğitim sisteminin başarısına etki eden faktörlerin incelenmesi. [Examination of factors affecting success of Singapore education system] Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 39, 121-143. https://doi.org/10.15285/EBD.2014397401
  • Levent, A. F., & Taçgın, Z. (2014). Education policies underlying South Korea’s economic success. Journal Plus Education, 10, 275-291. https://www.uav.ro/jour/index.php/jpe/article/view/237/251 Levent, A. F. (2020a). Üstün yetenekli çocukları anlamak: Üstün yetenekli çocuklar sarmalında aile, eğitim sistemi ve toplum [Understanding gifted children: Perspectives of family, education system and society] (4. Basım). Nobel Akademik Yayıncılık.
  • Levent, A. F. (2020b). Bilim ve sanat merkezlerinde eğitim: Mevcut durum ve politika önerileri [Education in Science and Art Centers: Current situation and policy recommendations]. İLKE Politika Notu, 70, 1-24. https://doi.org/10.26414/pn016
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  • Louis, B., & Lewis, M. (1992). Parental beliefs about giftedness in young children and their relation to actual ability level. Gifted Child Quarterly, 36, 27-31. https://doi.org/10.1177/001698629203600107
  • Lovecky, D. V. (1993). The quest for meaning: Counseling issues with gifted children and adolescents. In L. K. Silverman (Ed.), Counseling the gifted and talented (pp. 29-50). Love Publishing Company.
  • Lumpkin, A. (2013). Teachers as role models teaching character and moral virtues. Journal of Physical Education, Recreation & Dance, 79(2), 45-50. https://doi.org/10.1080/07303084.2008.10598134
  • Mohajan, H. K. (2017). Two criteria for good measurements in research: Validity and reliability. Annals of Spiru Haret University. Economic Series, 17(4), 59-82. https://www.ceeol.com/search/article-detail?id=673569
  • Ngiamsunthorn, P. S. (2020). Promoting creative thinking for gifted students in undergraduate mathematics. Journal of Research and Advances in Mathematics Education, 5(1), 13-25. https://doi.org/10.23917/jramathedu.v5i1.9675
  • Padilla-Díaz, M. (2015). Phenomenology in educational qualitative research: Philosophy as science or philosophical science? International Journal of Educational Excellence, 1(2). https://doi.org/101-110. 10.18562/IJEE.2015.0009
  • Passow, A. H. (1988). Educating gifted persons who are caring and concerned. Roeper Review, 11, 13-15.
  • Peterson, J., Duncan, N., & Canady, K. (2009). A longitudinal study of negative life events, stress, and school experiences of gifted youth. Gifted Child Quarterly, 53(1), 34-49. https://doi.org/10.1177/0016986208326553
  • Piirto, J. & Heward, W. L. (2003). Giftedness and talent. In W. L. Heward (Ed.), Exceptional children: Introduction to special education (pp. 526-566). Merrill/Prentice Hall.
  • Pufal-Struzik, I. (1999). Self-actualization and other personality dimensions as predictors of mental health of intellectually gifted students. Roeper Review, 22(1), 44-47.
  • Renzulli, J. S. & Reis, S. M. (1985). The schoolwide enrichment model: A comprehensive plan for educational excellence. Creative Learning Press.
  • Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M. Hartman, R. K., Westberg, K. W., Gavin, M. K., Reis, S. M., Siegle, D., & Systma Reed, R. E. (2010). Scales for rating the behavioral characteristics of superior student: Technical and administration manual (3rd ed.). Creative Learning Press, Inc.
  • Robinson, H. B., Roedell, W. C., & Jackson, N. E. (1979). Early identification and intervention. In A. H. Passow (Ed.), The gifted and talented: Their education and development (pp. 138-154). The 78th yearbook of the National Society for the Study of Education, Part I. The University of Chicago Press.
  • Roedell, W. (1984). Vulnerabilities of highly gifted children. Roeper Review, 6(3), 127-130. https://doi.org/10.1080/02783198409552782
  • Roeper, A. (1988). Should educators of the gifted and talented be more concerned with world issues? Roeper Review, 11, 12-13. https://doi.org/10.1080/02783198809553151
  • Saranlı, A., & Metin, N. (2012). Social-emotional problems observed in gifted children. Ankara University Journal of Faculty of Educational Sciences (JFES), 45(1), 139-164. https://doi.org/10.1501/Egifak_0000001239
  • Shani-Zinovich, S., & Zeidner, M. (2013). The elusive search for the personality of the intellectually gifted student: Some cross-cultural findings and conclusions from the Israeli educational context. Talent Development & Excellence, 5(2), 13-22. https://iratde.com/index.php/jtde/article/view/31
  • Silverman, L. K. (Ed.). (1993). Counseling the gifted and talented. Love Publishing.
  • Silverman, L. K., & Ellsworth, B. (1980). The theory of positive disintegration and its implications for giftedness. In N. Duda (Ed.), Theory of positive disintegration: Proceedings of the third international conference (pp. 179-194). University of Miami School of Medicine.
  • Sisk, D. (1987). Creative teaching of the gifted. McGraw-Hill Book Company.
  • Smedsrud, J. (2020). Explaining the variations of definitions in gifted education. Nordic Studies in Education, 40(1), 79-97. https://doi.org/10.23865/nse.v40.2129
  • Strauss, A. L., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage Publications.
  • Terman, L. M., & Oden, M. H. (1947). Genetic studies of genius: Vol. 4. The gifted child grows up. Stanford University Press.
  • Tirri, K., & Laine, S. (2017). Ethical challenges in inclusive education: The case of gifted students. A. Gajewski (Ed.), In Ethics, equity, and inclusive education (pp. 239-257). Emerald Group Publishing. https://doi.org/10.1108/S1479-363620170000009010
  • Tortop, H. S. (2018). Üstün yetenekli öğrencilerin etik ikilemler karşısındaki durumları: ÜYÜKEP programı örneği [Situations of gifted students to ethical dilemmas: EPGBU program case]. Üstün Zekâlılar Eğitimi ve Yaratıcılık Dergisi, 5(2), 112-122. https://dergipark.org.tr/en/pub/jgedc/issue/40757/494948
  • Troxclair, D. A. (2013). Preservice teacher attitudes toward giftedness. Roeper Review, 35(1), 58-64. https://doi.org/10.1080/02783193.2013.740603
  • Turgut Yıldırım, D. (2019). Üstün yetenekli öğrencilerde değerler eğitiminin idareci ve öğretmen görüşlerine göre değerlendirilmesi, [Evaluation of values education in the case of gifted students according to the opinions of teachers and administrators] (Tez Numarası: 575606) [Yüksek lisans tezi, İnönü Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Türk Dil Kurumu (n. d.). Güncel Türkçe sözlük. Retrieved November 14, 2020, from https://sozluk.gov.tr/
  • Umami, I., Gani, A., & Waskito, T. (2019). Proposal of character and moral education for gifted young scientists in Indonesia. Journal for the Education of Gifted Young Scientists, 7(2), 377-387. https://doi.org/10.17478/jegys.579560
  • Uzuner, N. K. (2019). Değerler eğitimine ilişkin sınıf öğretmenlerinin görüşleri [Opinions of primary school teachers about values education]. PESA Uluslararası Sosyal Araştırmalar Dergisi, 5(2), 42-58. https://doi.org/10.25272/j.2149-8385.2019.5.2.01
  • Ünal, N. E., & Sak, U. (2020). Sıra dışı olanlar: Özel yetenekli yalnız ergenler [Exceptional ones: Lonely gifted adolescents]. Çocuk ve Medeniyet Dergisi, 5(10), 281-296. https://doi.org/10.47646/CMD.2020.214
  • Van Manen, M. (2015). Researching lived experience: Human science for an action sensitive pedagogy. Left Coast Press.
  • Ward, V. S. (1985). Giftedness and personal development: Theoretical considerations. Roeper Review, 8, 6-10. https://doi.org/10.1080/02783198509552918
  • Webb, J. T., Meckstroth, E. A., & Tolan, S. S. (1982). Guiding the gifted child. Ohio Psychology Publishing.
  • Yalçın, M. (2019). 5. sınıf sosyal bilgiler müfredatındaki değerler eğitimiyle ilgili öğretmen görüşleri (Sivas örneği), [Teacher opinions about values education in changed (2017) social sciences curriculum (Sivas example)] (Tez Numarası: 589412) [Yüksek lisans tezi, Erzincan Binali Yıldırım Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Yaylacı, A. (2016). Değerler eğitimi ve bir fabrika olarak modern okul [Values education and the modern school as a factory]. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 6(2), 153-172. https://dergipark.org.tr/en/pub/kusbd/issue/25163/265822
  • Yıldırım, A., & Şimsek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in social sciences] (10. Baskı). Seçkin Yayıncılık.
  • Yılmaz, B., & Tortop, H. S. (2018). Değerler eğitimi ve üstün yetenekliler [Values education and gifted]. Journal of Gifted Education and Creativity, 5(1), 10-27. https://dergipark.org.tr/tr/pub/jgedc/issue/40757/492891
  • Yiğittir, S., & Keleş, H. (2011). Sosyal bilgiler dersinde değer eğitimine ilişkin sınıf öğretmenlerin görüşleri [In views of classroom teachers concerning in social studies course the values education]. Milli Eğitim, 40(189), 144-155. https://dergipark.org.tr/tr/download/article-file/442625
  • Zeidner, M. (2020). “Don’t worry-be happy”: The sad state of happiness research in gifted students. High Ability Studies, 1-18. https://doi.org/10.1080/13598139.2020.1733392
There are 89 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Faruk Levent 0000-0003-3429-6666

Şeyda Baş 0000-0003-1218-6327

Publication Date December 1, 2022
Published in Issue Year 2022 Volume: 23 Issue: 4

Cite

APA Levent, F., & Baş, Ş. (2022). Üstün Yetenekli Öğrencilerin Karakter Gelişimleri ve Karakter Eğitimine İlişkin Öğretmen Görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 23(4), 911-930. https://doi.org/10.21565/ozelegitimdergisi.951346

Creative Commons Lisansı
The content of the Journal of Special Education is licensed under Creative Commons Attribution-NonCommercial 4.0 International Licence. 

13336   13337      13339  13340