Journal for the Education of the Young Scientist and Giftedness

1-10

Authors: Sezen CAMCI-ERDOĞAN

Identification, talent development and education of gifted and talented students are topics which have been studied sensitively for years. Also developing effective curriculums are so important in order to satisfy gifted students’ potential development, social, emotional and talent needs. Gifted students are naturally drawn to science as a way of thinking because science taps their natural curiosity and imagination. When we consider their special interest and natural potential about science, gifted and talented students are assumed that they will be prior people who make science as forms of their lives and who contribute science creatively. It is obvious that the education of gifted students- who have mental, emotional and social discrepancies- need to be differentiated. At this point, the purpose of the study is to expose why science education for gifted students should be differentiated. In this context , characteristics of gifted students in science, reflections of these characteristics in science education and the causes of differentiation in science education were elaborated Keywords: Science, gifted and talented students, differentited curriculum.

22-27

Authors: Suhail Mahmoud AL-ZOUBI

The aim of the study was to explore the effect of enrichment programs on the academic achievement of gifted and talented students. The sample of the study consisted of (30) gifted and talented students studying at Al-Kourah Pioneer Center for gifted and talented students (APCGTS), Jordan. An achievement test was developed and applied on the sample of the study as a pretest and posttest. The results showed the effects of enrichment programs at APCGTS on improving the academic achievement of gifted and talented students. Keywords: gifted & talented students; enrichment; academic achievement; Pioneer Centers

41-48

Authors: Laura Estefania CASTRO-FAJARDO, Andrea SANTAMARIA, Karen L. BERNAL-HERNANDEZ, Félix Antonio GOMZ-HERNANDEZ MG, María Caridad GARCIA-CEPERO

This study explores implicit theories on creativity in a group of educators, and some associated myths and beliefs, such as: “The school can do nothing to develop creativity”, “childhood is the golden age of creativity”, and “school kills creativity”. The sample was composed by educators graduated from the undergraduated program of Early Chile Education and the graduated students from the Masters Education of the School of Education at the Pontificia Universidad Javeriana of Bogotá (Colombia). The analysis of the 110 answers, found that to define creativity, educators utilize the concepts of transformation, expertise, innovation, and problem solving. Most participants indicate that the most creative age is childhood, which confirms the “golden age” myth. Regarding the relation between creativity and schools, educators believe that schools can and must develop creativity, but they need specific conditions to achieve this. Based on these results it is important to stress the importance to develop pre-service and in-service teaching programs that allow educators to overcome these false beliefs and to understand how to foster creativity in educational settings. Key words: Creativity, education, false beliefs, myths, implicit theories

58-66

Authors: Gamze DOLU & Handan UREK

Focusing on the dominant intelligences of individuals from their early ages will be beneficial for them and the society in terms of improving their talents. When this situation is considered for gifted and talented children, we believe that there is a need for detailed analysis for Turkey beginning from the early years of children. Hence, in this study, it is aimed to investigate the multiple intelligence domains of Turkish gifted and talented students studying in science and art centres (SACs) across the country via a survey research. This paper presents the results gained from 12 SACs. Those SACs were selected according to the socio-economic development index (SEDI) of Turkey as declared by Ministry of Development (MD) which considered the country to consist of 6 regions. Two SACs from each of those six regions were included in the study. Thus, the sample consisted of 390 middle school 5th grade students. A Likert type multiple intelligence test which included 80 items related to eight domains of multiple intelligence was utilized as data collection instrument (Demirel, Başbay & Erdem, 2006: 155). Descriptive statistics and non-parametric statistics tests were conducted in order to analyze the study data. The results indicated various differences among multiple intelligence scores of the participants. Key words: Gifted and talented students, multiple intelligence domains, science and art centres.

87-93

Authors: Onur AGAOGLU

It is crucial that gifted and talented students should be supported by different educational methods for their interests and skills. The science and arts centres (gifted centres) provide the Supportive Education Program for these students with an interdisciplinary perspective. In line with the program, an ICT lesson entitled “Computer Tree” serves for identifying learner readiness levels, and defining the basic conceptual framework. A language teacher also contributes to the process, since it caters for the creative function of the basic linguistic skills. The teaching technique is applied for 9-11 aged student level. The lesson introduces an evaluation process including basic information, skills, and interests of the target group. Furthermore, it includes an observation process by way of peer assessment. The lesson is considered to be a good sample of planning for any subject, for the unpredicted convergence of visual and technical abilities with linguistic abilities. Key words: Gifted/talented students, high level of intelligence, information technology, mind map

98-100

Authors: Marilena Z. Leana-Tascilar

Prof. Albert Ziegler is the chair of Educational Psychology and Research on Excellence at the Friedrich Alexander University Erlangen-Nurnberg and one of the most productive and cited academicians in gifted education in Europe and also all over the world. Prof. Ziegler has contributed different theories about gifted education and education in general. One of his well-known theories is The Actiotope Model of Giftedness and the 7-Step-Cycle of Self-Regulated Learning. Since last year I had the chance to be with him and his colleagues in Germany, thus I decided to share with you the interview that we had about his theories and his recommendations for Turkey. Keywords: Actiotope model of giftedness, giftedness, gifted education