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One of today's most important environmental problems is waste. Separating and recycling waste from garbage is an important part of waste management. One of the concepts within waste management is the concept of upcycling. Upcycling is the reuse of used or unused products for a different purpose. Gifted children, who are important for the growth and development of countries, will undoubtedly take on a social leadership role in the future and their waste management behavior will have an impact on the people around them and on the development of waste management technologies in the future. For this reason, it is necessary to determine the perceptions of gifted students regarding the concept of upcycling within the subject of waste management. In line with this justification, the aim of the study is to reveal the perceptions of gifted primary school students on the concept of upcycling through metaphor. The study was conducted with 92 primary school students studying at a science and art center in the Eastern Mediterranean Region of Turkey in the 2023-2024 academic year. In the study, phenomenology pattern, one of the qualitative research methods, was used. The data obtained from gifted primary school students completing the sentence "Upcycling is like ..." was analyzed according to content analysis. According to the findings of the study, 17 types of metaphors were produced by the students and it was determined that the most recurring metaphors were design, invention and recycling metaphors. The metaphors produced were categorized according to similar characteristics and 3 categories were created. The most metaphors were produced in the "upcycling in terms of re-creation" category, and direct quotations were made from the metaphors created by the students in order to support the findings. In line with the results of the findings obtained in the study, it can be said that the perception of gifted primary school students regarding the concept of upcycling is to design a new product and re-create it and ensure useful use again. In order for students to have a more accurate perception of the concept of upcycling, it can be suggested that students should be given training on this subject. [ABSTRACT FROM AUTHOR]

Copyright of Cukurova University Faculty of Education Journal / Çukurova Üniversitesi Eğitim Fakültesi Dergisi is the property of Cukurova University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article provides the analysis of the results of the Taras Shevchenko International Language and Literature Competition for Pupils and Student Youth in 2018-2022. The methods of the quantitative analysis were used to determine the number of participants and winners of the competition (diplomas of I, II, and III degree) in each region of Ukraine, as well as among the foreign participants. It was found that over the past 5 years, 3,384 people from 24 regions of Ukraine and the city of Kyiv participated in the language and literature competition. The winners were 1,636 people, which is 48.3% of the total number of participants. It was found that 240 participants from 16 countries around the world took part in the competition. The obtained results will allow us to identify the regions of Ukraine and its international partners who actively participated in the competition; Departments of Education and Science of Ukraine will be able to popularize the Ukrainian language and enhance the involvement of gifted youth in intellectual competitions. The further research will provide the quantitative analysis of participants who are going to take part in All-Ukrainian competitions in 2023-2024 academic years. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to identify the factors influencing the academic well-being of gifted students to develop a model. Methods and Materials: The research method used in this study was qualitative, utilizing a grounded theory approach. Data were collected through semi-structured interviews. The data were examined and analyzed based on Strauss and Corbin's (1998) grounded theory methodology. The study population consisted of all male and female gifted sixth-grade students in the city of Isfahan in 2022. The research sample was selected through purposive sampling, and after conducting interviews with 23 students, the factors influencing academic wellbeing were identified. It should be noted that data analysis was conducted using three stages of open, axial, and selective coding. Findings: Based on the results of the study, open codes were organized around 57 concepts, axial codes included 8 concepts, and selective codes were identified and extracted into 4 concepts under the titles of school context, family context, social context, and individual resources. Conclusion: The findings of the research suggest that by recognizing and understanding the factors influencing academic well-being, it is possible to create conditions that enhance the academic well-being of gifted students. [ABSTRACT FROM AUTHOR]

The purpose of this study is to examine the studies conducted with psychological counselors on gifted students in Türkiye. Since the studies on the identification and support of gifted students are based on a recent history, it is important to look at the studies conducted with psychological counselors in this field in general and to make suggestions by examining the topics studied. The research was conducted with document analysis method, one of the qualitative research methods. Articles and theses on psychological counselors and gifted students were examined. Purposive sampling was used in the research. The theses and dissertations were analyzed in Council of Higher Education Thesis Center database and articles were analyzed in The National Academic Network and Information Centre databases in Turkish. The terms "giftedness", "special talent", "psychological counselor", "guidance counselor" and "Science and Art Center"3 were used in the research. As a result of the research, considering the inclusion criteria, 6 articles and 7 theses conducted between 2013 and 2023 were determined as the study group. The studies were examined within the framework of the year of publication, thesis type, research model, and the topics covered in the studies. The results of the study were discussed in the light of the literature and recommendations were made. [ABSTRACT FROM AUTHOR]

Using a discourse approach, this study examines interpersonal meanings and judgmental resources constructed in academic assessment reports and Wechsler Intelligence Scale for Children--Fifth Version (WISC-V) results. This research opens fresh avenues for analyzing the linguistic and cognitive elements of a gifted child's early performance. The target child is a gifted student with a Fluid Reasoning score of 132 (98th percentile). In-depth English text analysis was performed on his eight academic report cards from the playgroup, prenursery, kindergarten, first two years of primary school, and one WISC-V test. The appraisal system serves as the study's theoretical foundation, providing an interpersonal analysis of how behavior is evaluated and judged in the areas of capacity, normality, tenacity, veracity, and propriety. The findings indicate that when teachers' observations and the WISC-V are integrated, a gifted student's cognitive abilities and academic performance strengths and weaknesses can be revealed comprehensively. The alignment of teacher evaluations in the areas of languages, mathematics and science, as well as work habits and social attitudes and WISC-V test results, is also examined. This study contributes to the understanding of the behavioural patterns of gifted student and the implications for their education development. [ABSTRACT FROM AUTHOR]

In recent years, there has been a substantial research and numerous reviews on the subject of gifted students. The current systematic review is dedicated to explore the underachieving in gifted students, aiming to identify and classify the internal and external factors contributing to this phenomenon. In this study, 282 research articles published from 2010 to 2024 were reviewed using three databases including Google Scholar, ERIC, and Science Direct. Applying specific inclusion and exclusion criteria, 33 articles were selected among the total ones and then a narrative synthesis approach was applied. In this regard, a theoretical model was developed, the observed patterns were described, intersections among studies were explored, and the synthesis was evaluated in light of the theoretical background. The analysis revealed that internal factors such as motivational, emotional-social, and demographic factors, as well as external factors including environmental perception, family, peers, and socio-economic/cultural factors, play significant roles in the underachievement of gifted students. The study underscores the importance of understanding and addressing these factors in all stages of a gifted student's educational journey, from screening and assessment to identification, planning, and rehabilitation. It highlights the need for a comprehensive strategy that goes beyond solely focusing on the psychological empowerment of students. The study emphasizes the critical role of considering contextual factors, including the influence of the parents, teachers, and peers relationships. Recognizing the multifaceted nature of underachievement in gifted students is essential to prevent this phenomenon and by considering a holistic approach that considers both internal and external factors, educational stakeholders can develop more effective interventions and support systems.

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Gifted students differ from their peers in cognitive, social and emotional development. This study aims to compare gifted and typically developing students in terms of friendship quality and empathy level and examine the gender differences in a sample of Turkish students. In addition, the predictive role of empathy in friendship quality among gifted and typically developing students was investigated. The sample consisted of 97 gifted and 135 typically developing primary and secondary school students. Data were analysed by two‐way analysis of variance and regression analysis. Results revealed that friendship quality was predicted by cognitive empathy in gifted and typically developing students. In addition, some gender differences emerged. The results are discussed in terms of the skills that need to be supported with preventive psychological counselling. [ABSTRACT FROM AUTHOR]

Modern technology has been incorporated into all the aspects of daily life. The relevant changes are transforming our routines and are being integrated into our lives at varied speeds. This transition is also having an impact on teaching and learning practices. To integrate the aforementioned changes into their everyday practices, substantial effort has been invested by the participants within these contexts, namely, the students and their teachers. The necessity for proficiency in technology tools and applications, coupled with the exploration of whether there exists any correlation between technological pedagogical content knowledge (TPACK) levels and self-efficacy levels, stands as a phenomenon that warrants examination in literature. Although previous studies succeeded to emerge TPACK level of English language teachers from different backgrounds, it was aimed to fill the gap for those (124) of gifted students through the current study. A case study was used; also, TPACK-EFL survey and the English Self-Efficacy Belief Scale were preferred as the instruments. The results indicated that the TPACK level of English language teachers of gifted students was quietly high, and they were aware of instructional strategies, student engagement, and classroom management from the perspective of self-efficacy within four language skills such as; reading, writing, listening and speaking. [ABSTRACT FROM AUTHOR]

The purpose of this study is to analyze the relations between social competence and mental well-being through perceptions of giftedness in gifted and general students. Data are collected from 359 gifted and general South Korean students (Mage = 13.54) and analyzed by structural equation modeling. The results reveal that, first, gifted students perceive higher giftedness, social competence, and mental well-being than general students. Second, the perceived giftedness level of general students has a statistically significant partial positive mediated effect on mental well-being related to social competence. The interactive effect of social competence and perceived academic achievement on mental well-being decreases as gifted students perceive higher academic achievement. This research will facilitate the precise understanding and nurturing of gifted students under the national law and assist in constructing giftedness. [ABSTRACT FROM AUTHOR]

Copyright of Seminare Learned Investigations / Seminare. Poszukiwania naukowe is the property of Francis de Sales Scientific Society / Towarzystwo Naukowe Franciszka Salezego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Academically gifted students or high potential learners don't feel challenged in regular classrooms. Teachers in schools are also note quipped with pedagogical interventions to meet the advanced learning needs of gifted students. Mentoring is considered an effective method to guide, motivate and optimize learning abilities of gifted students. The present paper discusses the process of developing a mentoring program for 32 gifted students in Science and Math who were selected through a two-tier identification process. Students were selected from three different locations in India and were invited to attend residential mentoring program in University of Delhi, Delhi. Students were administered Wechsler Intelligence Test (WISC) IV, Test of Intelligence and were closely observed during the mentoring session. Statistic alanalysis of WISC IV composite score and composite observation score indicated high positive correlation between the two scores and 93.75% students scored in top three categories of intelligence as specified in WISC IV score interpretation norm. Detailed qualitative analysis also helped to develop both learning profiles and a specific mentoring program for individual students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Theory & Practice in Education (JTPE) / Eğitimde Kuram ve Uygulama is the property of Journal of Theory & Practice in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to investigate the effect of the scenario-based learning method in 6th and 7th grade Algebra teaching on the success of gifted and nongifted students in skillbased questions and their opinions about teaching. It is thought that learning with scenarios in the field of algebra will increase students' self-confidence in mathematics lessons and will help break down the prejudice they may have against skill-based questions. This research was conducted with seven gifted students and 58 non-gifted students. The model of the research is a mixed method in which qualitative and quantitative data are used together. According to the findings obtained from the research, there was a significant difference in favor of the posttest of the experimental group nongifted students in the course taught with the scenariobased learning method in algebra teaching, there was no significant difference in the pretest and posttest results in the control group taught by applying current teaching methods, and the results of the experimental and control groups were significantly different. It was observed that the posttest averages differed significantly in favor of the experimental group, while there was an increase in the total scores and achievement-based scores of gifted students in favor of the posttest. When the opinions of the experimental group students were examined, it was revealed that they were more effective in the lessons taught using scenario-based learning methods, they achieved permanent learning, their anxiety decreased compared to the current teaching, and they stated that they had fun. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, the aim is to present a STEAM-based music activity for gifted students and to determine the students' awareness of the process at the end of the activity. The study group of the research consists of exceptionally gifted students who applied to STEAM Based Music Activities Workshop in the Halil İnalcık Science and Art Center. Accordingly, we determined the study group of the research as 25 5th grade students studying at Bursa Halil İnalcık Science and Art Centre in the 2023-2024 academic year. At the same time, these students also take information technologies course. We carried out the activity of "I design my instrument with Scratch program and Makey Makey" for a total of 8 hours in 4 weeks, i.e., two hours each week. The activity was prepared in line with the 5E learning model. At the end of the research, we applied the Formative Evaluation Form to the students and obtained data about their awareness of the process. We used the content analysis method to analyze the date. In the research, we determined that the students enjoyed the activity, their interest in music increased, music can be used effectively in different fields, coding studies with music are more fun, and they developed self-confidence by liking their work. In line with the data obtained in the research, the conclusion was that the realisation of music lessons with different fields by using today's technologies has positive effects on students. [ABSTRACT FROM AUTHOR]

Ensuring quality care for gifted students requires a functional school-based conception of giftedness. The role of a school counselor for gifted students (SCGS) is to develop and reinforce this concept at each school. The theoretical background describes the school-based conceptions of giftedness with regard to activities of SCGS. The research examines whether an SCGS leads to the improvement of care for gifted students and secondly, whether it reinforces the school-based conception of giftedness. The research was conducted by means of a questionnaire and involved 352 general secondary schools, which is 98% of all these schools in the Czech Republic. The data were subjected to descriptive statistical analysis. The research has found that schools build their conceptions on proven and simple-to-organize activities, based on traditional concepts of giftedness. It was discovered that schools create a unified conception of giftedness, irrespective of the existence of an SCGS. The weakest part of conceptions was teacher training. The limitation of the study to be the collection of data by questionnaire, follow-up research should be qualitatively oriented. The study aims to describe the effects of legislative changes on the state of gifted education at general secondary schools in the Czech Republic, with a focus on identifying the functionality of SCGS. [ABSTRACT FROM AUTHOR]

An algorithm in mathematics is the design of a simple, clear, and specific order of the way to solve a problem. Designing an algorithm in accordance with the rules on the solution of a well-defined sample problem will enable students to consciously manage their own learning processes in solving the problem. The study aims to prepare algorithmic activities in accordance with the learning outcomes of the 4th-grade mathematics curriculum and to obtain the opinions of gifted students about these activities. The research was conducted using a case study design, one of the qualitative research designs. The study group consisted of 17 students studying at the 4th grade level of Science and Art Centre (SAC) in Afyonkarahisar province located in the west of Turkiye. The algorithmic activities were prepared with Lucidchart, a Web 2.0 tool that can prepare algorithms in a digital environment. In order to obtain the students' opinions about the activities carried out, a semi-structured interview form was prepared. The students were interviewed before and after the implementation of the activities. In the interview form, students' knowledge levels about algorithms were analyzed with Wilcoxon Signed Rank test. Students' algorithmic thinking awareness and their views on algorithm-based mathematics activities were analyzed by content analysis. As a result of the data analysis, while the students' knowledge level of the algorithm was low before the application, it increased to a high level after the application and revealed a significant difference. Accordingly, students were able to explain algorithmic thinking skills by producing many codes (rhythmic counting, calculating each path, Lego, experiment, artificial intelligence, instruction, etc.). The use of algorithms in mathematical activities was found to be fun, instructive, facilitating, interesting, revealing of prior knowledge, endearing, and a guide to mathematics. On the other hand, the use of algorithms was found to be tiring and boring due to its limitations in terms of step-by-step progress and immediate achievement of the result. The use of algorithms in mathematics teaching can improve students' algorithmic thinking skills and contribute to the development of their mathematical skills. In addition, it is suggested that these activities should be disseminated through the use of Web 2.0 tools. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the relationship between gifted students' attitudes towards cooperative learning and their perfectionist structures and to investigate the views of gifted students on perfectionism and cooperative learning. This research is a mixed method research. Relational survey design was used in the quantitative part of the study. The relationship between the perfectionism levels of gifted students and their participation in cooperative learning environments was examined. In the qualitative part of the study, case study was used. By making more detailed examinations with semi-structured interview questions, it is aimed to touch on the perfectionist structures of gifted students and the reasons underlying the basic thoughts that affect whether they want to participate in cooperative learning environments or not. The sample of the research consists of 5th grade 242 gifted students studying at Science and Art Centers in Istanbul. In data collection, the Attitude Scale of Gifted Students towards Cooperative Learning and the Compatible-Incompatible Perfectionism Scale to determine their level of perfectionism. As a result of the research, it can be stated that students' attitudes towards cooperative learning are high, adaptive perfectionism is high, and maladaptive perfectionism is low. In the study, it was determined that there was a weak, positive and significant relationship between students' adaptive perfectionism and their attitudes towards avoidance and cooperative learning. It was determined that there was a moderate, positive and significant relationship between students' adaptive perfectionism and disposition. Accordingly, it can be said that as adaptive perfectionism increases, attitudes towards avoidance, disposition and cooperative learning increase. It was determined that adaptive perfectionism was a significant predictor of students' attitudes towards cooperative learning scale avoidance and disposition subdimension and attitude scores towards cooperative learning. According to this result, it can be said that the avoidance sub-dimension scores in their attitudes towards cooperative learning can be predicted by examining the adaptive perfectionism scores or situations of the students. Findings obtained semi-structured interview questions show that students have positive and negative attitudes towards cooperative learning and perfectionism. In line with the findings, suggestions are presented. [ABSTRACT FROM AUTHOR]

This study aims to compare the mathematics self-efficacy perceptions of gifted and normally developing primary school students according to different variables (gender, grade, preferred course, being a gifted/normally developing student). For this purpose, the study was designed according to the survey design. The study group consisted of 63 gifted Science and Art Center students and 89 primary school students (3-4th grade). The study data were collected with the "Mathematics Self-Efficacy Perception Scale" and "Personal Information Form." Before analyzing the obtained data, the normality condition of the data was checked. An Independent Sample t-test was used to analyze the data that met the normality condition. In contrast, the Man Whitney U test was used to analyze the data that did not meet the normality condition. As a result of the data analysis, according to the class variable, the mathematics self-efficacy of 3rd-grade normally developing students differed significantly in the attitude sub-dimension and the whole scale compared to 4th-grade students. 3rd grade gifted students showed a significant difference in mathematics self-efficacy only in the motivation sub-dimension compared to their peers with normal development. According to the gender variable, it was determined that the math self-efficacy of gifted male students differed significantly in the motivation sub-dimension compared to their normally developing male peers. According to the variable of favorite course, it was seen that gifted students who preferred mathematics courses in the first place differed significantly in the attitude sub-dimension of mathematics self-efficacy and the whole scale compared to gifted students who did not prefer mathematics courses in the first place. The mathematics self-efficacy of normally developing students who preferred the mathematics course in the first place differed significantly in all three sub-dimensions (attitude, motivation, and practice) and the whole scale compared to their peers who did not prefer the course in the first place. The mathematics self-efficacy of gifted students who chose other courses in the first place differed significantly in attitude and motivation sub-dimensions compared to normally developing students who preferred other courses in the first place. According to the variable of being a gifted/normally developing student, the mathematics self-efficacy perceptions of gifted primary school (3-4th grade) students differed significantly only in the motivation sub-dimension compared to their normally developing peers. [ABSTRACT FROM AUTHOR]

The identification of the developmental characteristics of gifted students, determination of their educational needs, and preparation of educational programs based on the acquired findings are essential. This study aims to ascertain to what extent parents of gifted children define their children's developmental characteristics, identify the challenges they face, and assess their thoughts regarding their educational needs. A qualitative research method was employed in the study, utilizing a phenomenological design. The study group consisted of 252 parents newly enrolled in a Science and Art Center (BİLSEM) where gifted students take supportive education located in Istanbul, Turkiye. Data for the study were obtained through interviews, using a semi-structured form developed by the researcher in accordance with the research design. According to the findings, participating parents indicated that their gifted children learn faster and think more quickly compared to their peers. They also noted that gifted children excel in self-expression, demonstrate creative thinking, and achieve high academic success in mathematics and science courses. Furthermore, parents expressed the need for their gifted children to receive education in technology, science, and mathematics fields, as well as in foreign languages, arts, and robotics-coding. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this study is to examine the effect of the science module which was designed using the problem-based learning method on the basis of the Integrated Curriculum Model and applied in the blended learning environment on the scientific reasoning and scientific process skills of gifted students. The study was carried out with 9 gifted 5th grade students studying in an institution that provides support education for the gifted in Turkey. The case study method was used in the study which lasted 8 weeks. The science module was implemented in a blended learning environment. Qualitative data were obtained through reflective diaries and semi-structured interview form. In addition to the qualitative method, a single group pre-test post-test experimental design was used as a quantitative method, quantitative data were obtained with the 'Scientific Process Skills Test' and 'Lawson Scientific Reasoning Test' and analyzed with a statistical program. In the research findings, it was observed that there was a significant difference in favour of the post-test in the pre-test and post-test scores. The students stated that they used reasoning in identifying a problem in the activities, thinking about ways to solve the problem, and developing a design for the solution. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of the Pursuit of Excellence Qualitative Research in Education (IJPEQE) / Uluslararası Eğitimde Nitel Araştırmalarda Mükemmellik Arayışı Dergisi (UENAMAD) is the property of International Journal of the Pursuit of Excellence Qualitative Research in Education (IJPEQE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Technology Theory & Practice / Egitim Teknolojisi Kuram ve Uygulama is the property of Education Technology Theory & Practice (Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The "proving process" was considered as the stages that should be exist in a proof and in this study, it was aimed to investigate the mathematical proving processes and opinions about proof of gifted students. Case study, one of the qualitative research methods, was used in the study. The research was carried out with the students determined by criterion sampling method. The attendance of students to Science and Art Education Centre, the data obtained from the Proof Interview Form and the opinions of mathematics teachers constituted the criteria of the criterion sampling method. As a data collection tool, the Proof Interview Form and the Proof Clinical Interview Form were used. "Proof Clinical Interview Form" prepared by the researcher was applied to examine the students' proving processes. The data obtained from the clinical interviews were analysed with the descriptive analysis. Students were generally able to examine the problem situation and formulate the conjecture, but they did not determine the appropriate strategies, perform the necessary actions and summarize clearly while proving. [ABSTRACT FROM AUTHOR]

Copyright of State & Society / Państwo i Społeczeństwo is the property of Andrzej Frycz Modrzewski Krakow University, AFM Publishing Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of State & Society / Państwo i Społeczeństwo is the property of Andrzej Frycz Modrzewski Krakow University, AFM Publishing Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper will develop the following issues: (1) One of the basic controversies about the mechanism of ability formation, expressed by the question "nature or nurture?" posed by F. Galton in 1869, has been resolved by compromise. Empirical studies show that the impact of both factors is fairly equal. However, this does not mean that only 50% of a student's abilities are defined by pedagogical interactions. For while no one questions the possibility of modifying the influence of environmental factors with the intention of stimulating certain directions of human development, quite a few people doubt the possibility of effectively influencing some parameters of life and health in the case of genetic predisposition. (2) Among both parents and teachers there is a belief in the dominant influence of genetic factors on the direction and strength of a student's abilities, which is reflected in commonly made statements such as "he was born this way," "he's good at math, it runs in the family," or "he has no aptitude for science," or "he inherited musical ability from his mother." (3) Environmental influences on gifted students mainly focus on supporting the development of special talents, overlooking the all-important issue of the style of educational interactions. (4) The postulated vector for working with gifted pupils is the formation of their individuality capable of resisting all kinds of social pressures. In this understanding, man is born as a genetically equipped organism but his development, growth and maturation are significantly modified by the processes of socialisation and upbringing. The article concludes with the author's proposal of the main directions of work with students aimed at stimulating the development of their abilities. [ABSTRACT FROM AUTHOR]

Despite the likely relevance of socio-cultural context, very few studies have examined the influence of cultural values on teachers' perceptions of gifted students' leadership development. This study chose three nations representing collectivistic to individualistic contexts and compared how 478 teachers from these countries (South Korea = 176, 36.8%, Australia = 169, 35.4%, U.S. = 133, 27.8%) differed in their beliefs about the prevalence and development of gifted students' leadership talent. Differences were found between the individualistic (Australia and the U.S.) and collectivistic (South Korea) settings in their beliefs regarding which students have leadership potential; their judgments about effective leadership styles and leader qualities; their perceptions of gifted students' qualifications as future leaders; and their preferred criteria for recommending students for a leadership education program. Although unable to identify causal relationships, this study nevertheless cautiously suggests that leadership and leaders are intertwined with culturally mediated values and practices. Future studies should continue examining these differences in cross-cultural comparative contexts. [ABSTRACT FROM AUTHOR]

Since 2004, many researchers have considered that grade skipping has a positive impact on academic achievement and is not detrimental to psychosocial development. However, some recent works have called this evidence into question. Therefore, this literature review aims to verify the consistency and robustness of historical and recent results. This review concludes that: (a) on a global level, recent results are more robust (confounding factors are better controlled) and confirm previous results, but many other controls of confounding factors would need to be made; and (b) professionals may continue to recommend grade skipping, but they must remain cautious. Finally, it is still premature to argue that grade skipping has a definite positive impact, even if the results are encouraging and may at least invite teachers to consider grade skipping as a possible solution. [ABSTRACT FROM AUTHOR]

Globalization has also been reflected in mathematics education, and as a result, international exams, in which Turkey also participate, have become widespread since the 20th century. After participating in international exams in Turkey, it started to make changes in the questions in the exams it held throughout the country. The most striking of these changes is the preparation of skill-based questions that measure metacognitive skills in the High School Entrance System exam. In order to solve such questions effectively, as emphasized in the mathematics curriculum, the problem solving process must be managed well and correctly. In this research, it is aimed to examine the processes of solving skill-based questions about multipliers and multiples. The difficulties experienced by the students in the process of solving skill-based questions and the points they missed were determined. In this study, case study, one of the qualitative research methods, was used. The study group consists of 8 students, 4 of whom are highly successful in mathematics and 4 of whom are gifted, studying in the 8th grade. The Factors and Multiples Achievement Test consisting of 10 open-ended questions was developed in order to measure the students' skills on the subject of multipliers and multiples. While applying the Multipliers and Multiples Achievement Test, we conducted a clinical interview with each student and enabled the students to solve the questions by thinking aloud. We made the descriptive analysis of the obtained data according to the Polya’ problem solving steps. While presenting the findings, we made use of the tables and interpreted them according to each question and step. As a result of the research, we determined that the students who successfully realized the step of understanding the problem were able to perform the other steps and solve the questions correctly. We also found that students who are successful in mathematics try to apply Polya's problem solving steps more and are more successful than gifted students. According to these results, we recommend that students use Polya's problem-solving steps effectively while solving problems and that the research results should be investigated in more detail. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet International Journal of Education is the property of Cumhuriyet University, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Erciyes Akademi is the property of Erciyes Universitesi Sosyal Bilimler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the results of research related to students’ self-efficacy in relation to their future work with a gifted student. In the theoretical part, important concepts were analyzed and different approaches to the problem of giftedness were presented. In the methodological part, reader was introduced to the research strategy. The method of the diagnostic survey was described, as well as the survey technique used. The empirical part is a quantitative and qualitative data analysis that allowed to find answers to the research questions. It turns out that students assessed their own self-efficacy on average level. They are unfamiliar with a constructivist approach to education that could facilitate and make work with a gifted student easier and more attractive. Some hope is given by the fact that the respondents indicated broadly understood lifelong learning as a way to solve problems in this area.

本研究旨在探討國小資優生的道德認知、在真實情境的新冠肺炎疫情下對疫情與病患的態度，以及疫情下情緒的現況與差異性，並分析其道德認知與對病患態度之相關及探究其預測情形。本研究以北區國小資優生515人與普通生372人共887人為研究對象，共使用「行為界 定問題測驗」、「對新冠肺炎疫情情緒量表」、「新冠肺炎病患態度量表」為研究工具，進行資料蒐集與分析處理。研究之結果如下：一、不同學生類別、不同年級與不同性別之學生在道德認知表現上資優生與普通生無明顯差異；二、不同學生類別、不同年級與不同性別之學生在情緒上的表現在疫情下，普通生「相信」、「害怕」、「驚訝」、「悲傷」高於資優生，中年級資優生「害怕」、「驚訝」、「悲傷」及「討厭」較高年級明顯，而普通班男生「悲傷」之情緒 高於女生；三、不同身分、年級與性別之資優生在疫情情境下，對疫情與病患之態度高於普通生，資優生態度高於普通生，高年級資優生與普通生比中年級有較佳的態度；四、新冠肺炎疫情與病患態度之預測及調節效果資優生的道德認知能預測態度，情緒在道德認知和病患 態度間不具有調節效果。 The aim of this study was to explore the effects of the moral cognition of gifted elementary schools students on their attitudes toward COVID-19. The study further investigated the changes in their emotions during the pandemic and the moderating effects of their emotions on the relationship between their moral cognition and attitudes toward patients with COVID-19. Various factors influence the moral cognition of children, such as age, sex, intelligence level, and personality. Moreover, their surrounding environments, particularly home and school environments, strongly affect their moral cognition. Therefore, various studies have explored relevant factors, such as education level, role replacement, peer relationship, family economic status, family structure, family emotion, religious belief, and sociocultural background. Nevertheless, the question regarding the attitudes of gifted children with outstanding potential toward moral issues should be explored. Lovecky (1997) indicated that gifted children are highly concerned about moral issues since childhood and that they have an excellent understanding of moral issues. Compared with their peers with a relatively low level of intelligence, gifted children have an improved understanding of fairness, justice, and responsibility toward he self and others (Gross, 1993), and this thus engenders high levels of moral sensitivity (Piechowski, 1991). Therefore, the question of whether the levels of these students’ moral perceptions vary depending on grade, sex, or sociocultural identity warrants exploration. Gifted students differ from others intellectually, socially, emotionally, and physically; however, their ability to cognitively understand moral issues is higher than their ability to emotionally adjust to such issues (Clark, 2002/2007). Accordingly, they need opportunities to discuss moral issues around them and promote their moral growth (Lovecky, 1997). Epidemics exert strong negative effects on the general public; this fact invoked curiosity in the research fraternity regarding the effects of epidemics on gifted students belonging to different grades, sexes, and sociocultural identities. Questions arose regarding the effects of emotions on the moral perceptions of gifted students and whether such effects further affect the students’ moral behaviors and attitudes. Studies on moral education in gifted students have not reported any major outcomes; this might be because of the lack of an association between moral cognition and moral practice (Liu, 2002). From an educational perspective, studies have explored the efforts of schools in educating children and constructing their moral cognition; gifted students perform better in making ethical choices than do other students. The COVID-19 may be the first real-life pandemic situation experienced by young students. Therefore, students must receive information related to health and epidemic prevention. The question of whether the attitudes of gifted and ordinary elementary school students vary depending on various factors (grade, sex, and sociocultural identity) in a real setting must be explored. Moreover, whether cognition and attitude are related remains to be determined. Whether the levels of students’ moral cognition can help predict their attitudes toward epidemics and diseases also warrants clarification. Accordingly, on the basis of the theory of moral cognition development in children, the present study investigated the current status of moral cognition levels, emotions, and attitudes toward epidemics and patients in gifted and ordinary students and compared the findings between the two cohorts. The study findings may serve as a reference for designing ethics courses for gifted students with special needs in order to cultivate their sense of social responsibility and civic awareness and cultivate the virtues of knowing, loving, and doing good. This study included a total of 887 elementary school students (gifted, 515; ordinary, 372). Three research tools — the Behavior Defining Questions Test, Epidemic and Patient Attitude Scale, and Emotion Scale — were used for data collection and analysis. The results revealed no significant differences between gifted and ordinary students in terms of moral cognitive performance. Regarding the epidemic-related emotions of students belonging to various grades and sexes, this study determined that the ordinary students expressed higher levels of belief, fear, surprise, and sadness than did the gifted students; middle- and higher-grade gifted students expressed fear, surprise, sadness, and disgust; and boys expressed higher levels of sadness than did girls. The levels of moral attitudes toward epidemics and patients were more prominent in the gifted students than in the ordinary students. Upper-grade students exhibited improved attitudes compared with middle-grade students. Furthermore, emotions exerted no moderating effects on the relationship between moral cognition and epidemic-related attitudes among the gifted elementary students. On the basis of the findings, this study proposes the following recommendations: 1. In the context of the COVID-19 pandemic, individuals may experience slight mood changes due to psychological adjustment to the new normal. In the present study, the students had different perspectives of COVID-19 and thus experienced different emotions. Future studies may investigate the suitable approach and time point for evaluating emotions. The relationship between moral attitudes and behaviors remains to be clarified in an actual classroom setting. Qualitative studies may be conducted to investigate this relationship. 2. In terms of moral cognition and attitudes toward the pandemic and patients, middle-grade gifted students appear to experience more negative emotions than do others; this may pose a considerable psychological burden on them. Thus, teachers must provide psychological support and counseling to gifted students with different needs and teach them to actively process and analyze situational information to help them devise strategies for stress relief. 3. Enhancing the belief and positive expectation of students regarding social issues may help improve their attitudes toward moral issues, thus improving their ethical behaviors.

In many countries, individuals have started to gain 21stcentury skills from an early age. In Turkey, the education of gifted students is supported with activities enriched in parallel with these skills in science and art centers. The LEGO® Education® BricQ Motion Essential Set reinforces achievements with hands-on activities in science subjects, while also improving 21st-century skills such as problem solving, critical thinking, creativity, and collaboration. At this point, this study aims to examine the effect of the LEGO® Education® BricQ Motion Essential Set on the 21st-century skills of gifted students in the teaching of the ‘Force and Motion’ unit and to determine the students’ views on the teaching process. The study was carried out in a science and art center in Konya in the spring term of the 2021–2022 academic year. The sample of the study consisted of 21 gifted students studying in Support-2 programmes (4th grade). An explanatory sequential design was preferred in the study. In the quantitative data collection phase of the study, a one-group pre-test/post-test experimental design was used. Interviews were used for the qualitative data collection phase. The quantitative data of the research were analyzed with the SPSS 26 statistical package program. Qualitative data were categorized according to themes and codes in accordance with content analysis. The results of the research showed that the LEGO® Education® BricQ Motion Essential Set was effective for 21st-century learning and the renewal of the skills of the gifted students participating in the research and that the students developed positive opinions about this education set. It is recommended to use LEGO® training sets to develop the 21st-century skills of gifted students. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Research in Education Sciences is the property of National Taiwan Normal University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to reveal the metaphorical perceptions of secondary school teachers about gifted students. The study group of the research consists of 170 secondary school teachers working in secondary schools in Buca district of Izmir province in the 2021- 2022 academic year. Qualitative research method was used in the research. The phenomenology design was used as the design of the research. The data used in the research were collected through a semi-structured interview form developed by the researchers. According to the research findings, secondary school teachers produced 123 different metaphors for gifted students. Valid metaphors were analyzed with the content analysis method. According to the results of the analysis, the metaphors reflecting the perceptions of the secondary school teachers about the gifted students were gathered under 12 different conceptual categories. It has been revealed that the majority of secondary school teachers have positive perceptions about gifted students, and metaphors with negative perceptions are grouped under the category of "individual in need of social support". In the study, it was also determined that the metaphors produced by male and female teachers showed different distributions. Female teachers see gifted students as individuals who need special education the most. Male teachers, on the other hand, perceive gifted students as individuals with the highest cognitive performance. In the study, it was determined that the metaphors produced by teachers in different branches showed different distributions from each other. In order to obtain accurate and more qualified information about gifted students, teachers can be given training on special education and gifted students. In this sense, psycho-educational programs can be organized for teachers. [ABSTRACT FROM AUTHOR]

This research aimed to apply the City X Project as a 6-hour workshop for gifted students and evaluate the workshop. The study group consists of 25 gifted secondary school students (13 Female, 12 Male) who continue their education at the Science and Art Center (SAC) in a city center in Türkiye. During the application process, gifted students were introduced to the City X project, and information regarding the design thinking method was presented. The story of City X was provided to the students via a digital presentation. The given information was as follows: in the recent past, 40 people from the world were sent to a distant planet to form a colony and these people started to found City X city. City X citizens illustrate the specifics of the issues they face through "citizen cards" in many fields such as health, transportation, safety, and communication to the students and ask them for assistance in addressing the problems. The students are divided into 9 groups that have 2 to 3 participants using the game "Team Meter" during the execution of the workshop. Worksheets, a laptop or desktop computer with an internet connection, citizenship cards, a pen and paper were provided to each group to be used at each stage of the design thinking process. Students selected one of the citizenship cards and used the design thinking method to solve the problem written by the owner of the citizenship card. At the stage of empathy, they evaluated the emotions of the person they selected, and in the definition stage, they defined the social area of the problem raised by the City X citizen. The students later generated ideas for the solution of the specified problem, wrote their ideas on the worksheet, and picked an idea to prototype by group decision. The students prototyped their ideas during the prototyping and testing stages by drawing on the worksheet and completed their creations in various versions by providing feedback to each other. In the sharing stage, 2-dimensional drawings are transformed into 3-dimensional forms via Tinkercad and SketchUp programs. The 3D drawings were saved and submitted to the e-mail address of the City X administrator to be printed on the City X 3D printer. The worksheets used in the design thinking process, three-dimensional models, and the working dynamics of the groups were evaluated by students via Kahoot! web 2.0 tool. The criteria stated in the Kahoot! digital evaluation tools were scored in the range of 1-4 points. The views of students about the workshop were also collected verbally. The students reported that they enjoyed the process of design thinking, that they were pleased to do 3D drawings, that they wished to specialize in 3D design, and that they had several problems with teammates occasionally. One can suggest that the methods applied in the City X workshop can also be included in the course designs within the scope of STEM courses and design thinking methods can be adopted in SAC framework programs. [ABSTRACT FROM AUTHOR]

This study investigated the relationship between gender, school type, school location, personality, and winning a medal among participants of the two largest student competitions in Indonesia, the National Science Competition (KSN) and the Entrepreneur-based Student National Competition (FIKSI), sponsored by the Indonesian Ministry of Education and Culture. Survey data were collected from 684 participants in KSN and 169 participants in FIKSI. The chi-square test and the logistic regression were employed using Jeffey's Amazing Statistics Program (JASP) ver. 13. The results revealed a substantial relationship between gender, school location, school type, and personality on winning a medal in KSN, but none in FIKSI. Results also revealed that male participants and participants from Java and private schools were more likely to win medals in KSN than female participants and participants from outside Java and public schools. This study also found that neuroticism has a statistically significant relationship toward receiving a medal in KSN. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Social Science Research (2146-8257) is the property of International Journal of Social Science Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the article, the authors consider the problem of forming a teacher's readiness to interact with gifted students in their professional activities. The educational policy of Russia today is aimed at supporting gifted children and young people, which are becoming one of the priority tasks of the education system (The Сoncept of a National System for Identifying and Developing Young Talents, approved by the Ministry of Education of the Russian Federation by the President of the Russian Federation on April 3, 2012, № Pr-827). The main contradiction is the need to introduce pedagogical strategies of interaction with gifted students to implement the trajectory of their continuous development at all levels of education and the lack of a system for forming teachers ' readiness to interact with gifted students. The article presents a methodological justification of the developed system of forming a teacher's readiness to interact with gifted students, which includes three interrelated elements: methodological, substantive and procedural. It is proved that the system of forming the teacher's readiness to interact with gifted students in professional activities ensures their continuous development during the implementation of certain educational strategies.

The aim of the research was to identify the type of support that teachers provide to gifted students in grades 4–6 of primary schools in Poland in relation to their concepts of giftedness. Teachers’ understanding of the category of gifted students was analyzed: What do they find crucial in identifying gifted students? What areas of gifted students’ development are most important to them? Are there differences in the strategies for supporting gifted students between teachers who have different concepts of giftedness and who teach different subjects? The research was conducted on a group of 188 teachers using the standardized 20-item Balanced Development of Gifted Students Questionnaire. It helped identify the scope of the teachers’ activities in the cognitive, emotional/social, motivational, and creative spheres. It was shown that the dominant concept of giftedness among the surveyed teachers was cognitive and that their activities supporting gifted students were mainly aimed at mental development and knowledge acquisition. Support of the emotional/social sphere of gifted students was least frequently indicated by the respondents. There was consistency between the type of support provided and the teacher’s preferred concept of giftedness. There were significant differences in the definition of giftedness and the related type of support between teachers of different subjects. The subject which they taught also significantly differentiated the number of students identified as gifted: The most gifted students were identified by the art teachers, while the least were identified by the math teachers. The results may serve as guidelines for developing teachers’ competencies in working with gifted students by popularizing the concept of balanced development and making them aware of the links between beliefs about giftedness and the type of support provided.

Copyright of Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The development of educational technologies has contributed positively to learning and teaching process by diversifying educational environments and activities. With the development of distance education programs, it has also become possible to conduct online and offline courses through distance education. Due to the measures implemented during the COVID-19 pandemic that emerged in the world and in our country, face-toface education could not be provided at schools, and teachers and students benefited from distance education. The purpose of this study is to investigate distance education process of gifted students and their teachers at the Science and Art Center (SAC) during the COVID-19 pandemic. A case study method which is one of the qualitative research methods was used in the research, and data were collected through interview questions. The sample of the research consists of teachers and students at Halil İncekara Science and Art Center in Nevşehir, Turkiye. Data were collected with a semi-structured interview and analyzed descriptively. According to the results of the research, the advantage of distance education process is an increase in the efficiency of using time, space, transportation, and technology. On the other hand, the disadvantages of distance education are listed as limited socialization, problems in activities that require practice, lack of technological infrastructure and hardware, problems in the Internet connection, difficulty in understanding the subjects, an increase in communication problems and lack of peer interaction. [ABSTRACT FROM AUTHOR]