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

Yıl 2024, Cilt: 5 Sayı: 2, 150 - 164, 30.11.2024

Şehide Kılınç , Mehmet Akif Sözer

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

Öz

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.

Anahtar Kelimeler

özel yeteneklilik, OECD Ülkeleri, tanımlama, tanılama, uygulama

Etik Beyan

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

Destekleyen Kurum

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Proje Numarası

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Teşekkür

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

Öz

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.

Anahtar Kelimeler

Giftedness, OECD Countries, definition, identification, educational practices

Proje Numarası

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Kaynakça

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