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Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View

Year 2015, Volume: 3 Issue: 1, 13 - 21, 02.03.2015

Gizem Cosar Çağlar Çetinkaya Çağdaş Çetinkaya

Abstract

In this study, it was aimed to investigate the view of gifted school teachers on educating the preschool-aged gifted and talented students. Study is grounded as a case-study which is a method in qualitative research area. Data is collected with semi-structured interview questions from 10 different gifted school teachers working in Balikesir, Turkey. Three different questions were posed during semi-structured interviews to clearly introduce the view of teachers. According to analysis results; it was achieved that all participants believe the necessity of an education for gifted and talented students starting from the preschool age. Beside this necessity, teachers were emphasized that given education should be supported with a proper curriculum, physical structure (buildings & classes, science & art materials etc.) and improved knowledge (in the field of educating preschool aged gifted and talented students) of the teachers. When the responses of teachers for 3 different questions were assessed, teachers which are working for the education of gifted and talented students(out of preschool age) are affirming their opinions that the education for the gifted and talented students should be started to given in preschool age.

Keywords

Gifted and Talented Children Preschool Education Gifted School (Science and Art Center)

References

  • Baykoç-Dönmez, N. (2004). Üstün yetenekli çocukların eğitimlerinde bilim sanat merkezlerinin kuruluşu ve işleyişinde yapılması gereken düzenlemeler. İstanbul: Üstün Yetenekli Çocuklar Bildiriler Kitabı, Çocuk Vakfı Yayınları, 69-73.
  • Bencik, S. (2006). Üstün yetenekli çocuklarda mükemmeliyetçilik ve benlik algısı arasındaki ilişkinin incelenmesi. Yayımlanmamış Doktora Tezi. Hacettepe Üniversitesi. Sosyal Bilimler Enstitüsü, Ankara.
  • Çetinkaya, Ç. (2013). Sakarya science and art center nature education programme. Journal of Environmental Protection and Ecology JEPE. 14 (3A), 1317-1324.
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. NY: BasicBooks.
  • Kıncal, R., Abacı, R., Çetinkaya, Ç., Uşak, M. & Inci, G. (2013). Unusual topics in preschool gifted and talented children. International Journal of Educational Science. 5(3), 179-186.
  • Leana-Tascilar, M.Z. (2014). Developing excellence in gifted children: adaptation of Actiotope Model of giftedness for Turkey. Journal for the Education of the Young Scientist and Giftedness, 2(1), 18-32. DOI: http://dx.doi.org/10.17478/JEYSG.201429010
  • Levent, F. (2011). Ustun yetenekli cocuklarin haklari. Istanbul: Çocuk Vakfi Yayinlari, Yayin No: 87.
  • M.E.B. (2007) .. Bilim ve Sanat Merkezleri Yönergesi,
  • Oğurlu, U. & Çetinkaya, C. (2012). Identification of preschool gifted children characteristics based on parents’. The Online Journal of Counseling and Education. 1(3), 41-56.
  • Özkan, D. (2009). Yönetici, öğretmen, veli ve öğrenci görüşlerine göre bilim ve sanat merkezlerinin örgütsel etkililiği. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi. Eğitim Bilimleri Enstitüsü, Ankara.
  • Pfouts, B.R. & Schultz, R.A. (2003). The benefits of outdoor learning centers for young gifted learners. Gifted Child Today, 26 (1), 56-63.
  • Sak, U. (2011). Prevalence of misconceptions, dogmas, and popular views about giftedness and intelligence: a case from Turkey. High Ability Studies, 22 (2), 179-197.
  • Snowden, P.L. & Christian, J.G. (1998). 4 Levels of learning centers for use with young gifted children. Gifted Child Today Magazine, 21 (5), 36-41.
  • Talas, S., Talas, Y. & Sönmez, A. (2012). Bilim sanat merkezlerine devam eden üstün yetenekli öğrencilerin okullarında yaşadıkları problemler. Tokat Bilim Sanat Merkezi Dokümanları.
  • US Department of Education, 1993, www.nsgt.org , Erişim: 29.11.2013
  • Yağlı, Ş. (2011). Yönetici ve öğretmen görüşleri çerçevesinde bilim ve sanat merkezlerinin yapısı ve yeniden yapılanması: İstanbul bilsem örneği. Yayımlanmamış Yüksek Lisans Tezi. Yeditepe Üniversitesi. Sosyal Bilimler Enstitüsü, İstanbul.
  • Yıldırım, A. & Şimşek, H.(2003). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Kitabevi.
  • Yumuş, A. (2011). Bilim ve sanat merkezlerinin amacına uygun işleyişinin merkez öğretmenleri tarafından değerlendirilmesi. Yüksek Lisans Tezi. Kırıkkale Üniversitesi. Sosyal Bilimler Enstitüsü, Kırıkkale.

Year 2015, Volume: 3 Issue: 1, 13 - 21, 02.03.2015

Gizem Cosar Çağlar Çetinkaya Çağdaş Çetinkaya

Abstract

References

  • Baykoç-Dönmez, N. (2004). Üstün yetenekli çocukların eğitimlerinde bilim sanat merkezlerinin kuruluşu ve işleyişinde yapılması gereken düzenlemeler. İstanbul: Üstün Yetenekli Çocuklar Bildiriler Kitabı, Çocuk Vakfı Yayınları, 69-73.
  • Bencik, S. (2006). Üstün yetenekli çocuklarda mükemmeliyetçilik ve benlik algısı arasındaki ilişkinin incelenmesi. Yayımlanmamış Doktora Tezi. Hacettepe Üniversitesi. Sosyal Bilimler Enstitüsü, Ankara.
  • Çetinkaya, Ç. (2013). Sakarya science and art center nature education programme. Journal of Environmental Protection and Ecology JEPE. 14 (3A), 1317-1324.
  • Gardner, H. (1993). Multiple intelligences: The theory in practice. NY: BasicBooks.
  • Kıncal, R., Abacı, R., Çetinkaya, Ç., Uşak, M. & Inci, G. (2013). Unusual topics in preschool gifted and talented children. International Journal of Educational Science. 5(3), 179-186.
  • Leana-Tascilar, M.Z. (2014). Developing excellence in gifted children: adaptation of Actiotope Model of giftedness for Turkey. Journal for the Education of the Young Scientist and Giftedness, 2(1), 18-32. DOI: http://dx.doi.org/10.17478/JEYSG.201429010
  • Levent, F. (2011). Ustun yetenekli cocuklarin haklari. Istanbul: Çocuk Vakfi Yayinlari, Yayin No: 87.
  • M.E.B. (2007) .. Bilim ve Sanat Merkezleri Yönergesi,
  • Oğurlu, U. & Çetinkaya, C. (2012). Identification of preschool gifted children characteristics based on parents’. The Online Journal of Counseling and Education. 1(3), 41-56.
  • Özkan, D. (2009). Yönetici, öğretmen, veli ve öğrenci görüşlerine göre bilim ve sanat merkezlerinin örgütsel etkililiği. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi. Eğitim Bilimleri Enstitüsü, Ankara.
  • Pfouts, B.R. & Schultz, R.A. (2003). The benefits of outdoor learning centers for young gifted learners. Gifted Child Today, 26 (1), 56-63.
  • Sak, U. (2011). Prevalence of misconceptions, dogmas, and popular views about giftedness and intelligence: a case from Turkey. High Ability Studies, 22 (2), 179-197.
  • Snowden, P.L. & Christian, J.G. (1998). 4 Levels of learning centers for use with young gifted children. Gifted Child Today Magazine, 21 (5), 36-41.
  • Talas, S., Talas, Y. & Sönmez, A. (2012). Bilim sanat merkezlerine devam eden üstün yetenekli öğrencilerin okullarında yaşadıkları problemler. Tokat Bilim Sanat Merkezi Dokümanları.
  • US Department of Education, 1993, www.nsgt.org , Erişim: 29.11.2013
  • Yağlı, Ş. (2011). Yönetici ve öğretmen görüşleri çerçevesinde bilim ve sanat merkezlerinin yapısı ve yeniden yapılanması: İstanbul bilsem örneği. Yayımlanmamış Yüksek Lisans Tezi. Yeditepe Üniversitesi. Sosyal Bilimler Enstitüsü, İstanbul.
  • Yıldırım, A. & Şimşek, H.(2003). Sosyal bilimlerde araştırma yöntemleri. Ankara: Seçkin Kitabevi.
  • Yumuş, A. (2011). Bilim ve sanat merkezlerinin amacına uygun işleyişinin merkez öğretmenleri tarafından değerlendirilmesi. Yüksek Lisans Tezi. Kırıkkale Üniversitesi. Sosyal Bilimler Enstitüsü, Kırıkkale.
There are 18 citations in total.

Details

Primary Language English
Journal Section Gifted Education
Authors

Gizem Cosar This is me

Çağlar Çetinkaya This is me

Çağdaş Çetinkaya This is me

Publication Date March 2, 2015
Published in Issue Year 2015 Volume: 3 Issue: 1

Cite

APA Cosar, G., Çetinkaya, Ç., & Çetinkaya, Ç. (2015). Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View. Journal for the Education of Gifted Young Scientists, 3(1), 13-21.
AMA Cosar G, Çetinkaya Ç, Çetinkaya Ç. Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View. JEGYS. March 2015;3(1):13-21.
Chicago Cosar, Gizem, Çağlar Çetinkaya, and Çağdaş Çetinkaya. “Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View”. Journal for the Education of Gifted Young Scientists 3, no. 1 (March 2015): 13-21.
EndNote Cosar G, Çetinkaya Ç, Çetinkaya Ç (March 1, 2015) Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View. Journal for the Education of Gifted Young Scientists 3 1 13–21.
IEEE G. Cosar, Ç. Çetinkaya, and Ç. Çetinkaya, “Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View”, JEGYS, vol. 3, no. 1, pp. 13–21, 2015.
ISNAD Cosar, Gizem et al. “Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View”. Journal for the Education of Gifted Young Scientists 3/1 (March 2015), 13-21.
JAMA Cosar G, Çetinkaya Ç, Çetinkaya Ç. Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View. JEGYS. 2015;3:13–21.
MLA Cosar, Gizem et al. “Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View”. Journal for the Education of Gifted Young Scientists, vol. 3, no. 1, 2015, pp. 13-21.
Vancouver Cosar G, Çetinkaya Ç, Çetinkaya Ç. Investigating the Preschool Training for Gifted and Talented Students on Gifted School Teachers’ View. JEGYS. 2015;3(1):13-21.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.