7 research outputs found
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