Dificultades de los profesores de ciencias turcos de niños bien dotados: los Centros de Ciencia y Arte

The purpose of this study is to determine the fundamental problems of science gifted teachers (SG/Ts) who teach Turkish gifted children (G/C) and compare it with the international milieu. Turkish G/C are taught in different educational contexts named “Science and Art Centers” (SACs) in which better opportunities are presented for them. In this project, field observations were done at three of the SACs in Turkey - in Bayburt, Sinop and Trabzon - and, semi-structured interviews were conducted with each of ten SG/Ts who work in these centers by one of the researchers. Data analysis showed that SG/Ts do not perceive their duties holistically and feel the need help with measurement and assessment techniques, modern learning theories, plan and implementation of a research project, questioning techniques and using laboratory-based methods for G/C. Moving from the research data, it is suggested that in service education courses, which include the above issues should be organized for the SG/Ts and they should be encouraged to use an action research approach in teaching G/C in SACs.El propósito de este estudio es determinar los problemas fundamentales de los maestros de ciencia de niños bien dotados (SG/Ts) que son los encargados de enseñar a los niños dotados turcos (G/C) y los compara con el entorno internacional. Se enseña a los G/C turcos en contextos educativos específicos denominados "Centros de Ciencia y Arte" (SACs) en los que se favorecen las mejores oportunidades para ellos. Se realizaron observaciones del campo en tres de las SACs de Turquía - en Bayburt, Sinop y Trabzon - y se llevaron a cabo entrevistas semi-estructuradas con cada uno de los diez SG/Ts que trabajan en estos centros. El análisis de los datos mostró que esos SG/Ts no perciben sus obligaciones holísticamente y sienten la necesidad de ayudar con técnicas medición y de evaluación, teorías de aprendizaje modernas, planificación y aplicación de proyectos de investigación, cuestionando técnicas y usando métodos basados en las investigación de laboratorio para los G/C. A partir de los datos de la investigación se sugiere que deberían organizarse cursos de formación en los centros que incluyan los problemas anteriores para los SG/Ts y que hay que animarles a que adopten un acercamiento de investigación acción para la enseñanza de los G/C en los SACs

Difficulties of Turkish Science Gifted Teachers: Institutions of Science and Art Centers.

The purpose of this study is to determine the fundamental problems of science gifted teachers (SG/Ts) who teach Turkish gifted children (G/C) and compare it with the international milieu. Turkish G/C are taught in different educational contexts named “Science and Art Centers” (SACs) in which better opportunities are presented for them. In this project, field observations were done at three of the SACs in Turkey - in Bayburt, Sinop, and Trabzon - and, semi-structured interviews were conducted with each of ten SG/Ts who work in these centers by one of the researchers. Data analysis showed that SG/Ts do not perceive their duties holistically and feel they need help with measurement and assessment techniques, modern learning theories, planning and implementation of a research project, questioning techniques and using laboratory-based methods for G/C. Moving from the research data, it is suggested that in service education courses, which include the above issues, should be organized for the SG/Ts and they should be encouraged to use an action research approach in teaching G/C in SACs

Teachers' Views about the Education of Gifted Students in Regular Classrooms

The purpose of this study was to investigate classroom teachers’ views about the education of gifted students in regular classrooms. The sample of the study is composed of ten primary school teachers working in the city of Amasya and had gifted students in their classes. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and analyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating curriculum for gifted students; rather they expressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted students and strategies and approaches about how to educate gifted students. Teachers’ attitudes towards gifted students in regular classrooms should be investigated so that teachers’ unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students

A Comparative Investigation of Environmental Behaviors of Gifted Students and Their Peers

The main purpose of this study was to compare gifted and non-gifted students’ behaviors towards environment. The sample of the study consisted of 364 sixth, seventh and eighth graders attending six different middle schools in the city of Amasya and 34 gifted sixth, seventh and eighth graders attending the Amasya Science and Art Center in Turkey. Data was collected through a 12-item “Environmental Behavior Scale (EBS)” developed by the researchers. Independent samples t-test was used to compare scores. The findings showed that gifted students were superior to their peers in terms of showing positive environmental behaviors

Revista electrónica de investigación y evaluación educativa

Resumen basado en el de la publicaciónTítulo, resumen y palabras clave en inglés y españolTítulo en el sumario de la revista: "Dificultades de los rofesores de ciencias turcos de niños bien dotados : los Centros de Ciencia y Arte"Se pretende determinar los problemas fundamentales de los maestros de ciencia de niños bien dotados (SG-Ts), encargados de enseñar a los niños dotados turcos (G-C), y los compara con el entorno internacional. Se enseña a los G-C turcos en contextos educativos específicos denominados 'Centros de Ciencia y Arte' (SACs) en los que se favorecen las mejores oportunidades para ellos. Se realizan observaciones de campo en tres de los SACs de Turquía (en Bayburt, Sinop y Trabzon) y se llevan a cabo entrevistas semi-estructuradas con cada uno de los diez SG-Ts que trabajan en estos centros. El análisis de los datos muestra que esos SG-Ts no perciben sus obligaciones holísticamente y sienten la necesidad de ayudar con técnicas de medición y de evaluación, teorías de aprendizaje modernas, planificación y aplicación de proyectos de investigación, cuestionamiento de técnicas y uso de métodos basados en investigaciones de laboratorio para los G-C. Se sugiere la necesidad de organizar cursos de formación en los centros que incluyan los problemas anteriores para los SG-Ts y la necesidad de animarles a que adopten un acercamiento de investigación-acción para la enseñanza de los G-C en los SACs.ValenciaES