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Copyright of Social Sciences Studies is the property of Social Sciences Studies 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 TAY Journal / Türk Akademik Yayınlar Dergisi is the property of Turk Akademik Yayinlar Dergisi (TAY 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 main factor in the emergence of this research is that the current educational materials prepared for gifted students are not based on a theoretical basis, curriculum differentiation and models are not taken into consideration in the preparation of activities for gifted students, gifted education principles are not reflected in the curricula, and applications related to gifted students are not monitored and evaluated. This study aims to examine the activities included in the supplementary course materials prepared for Science and Technology in Science and Art Centers according to the Maker-Banks Differentiated Instruction Assessment Model. In line with the research objective, a total of 31 activities in the field of science and technology were examined for students included in the support education program prepared in 2022 by the Directorate General of Special Education and Guidance Services. The "Instruction Program Evaluation Form According to the Maker-Banks Model" was used as the data collection tool. It was concluded that the activities included in the supplementary course materials prepared for Science and Technology in Science and Art Centers do not meet the content and process conditions according to the Maker-Banks Differentiated Instruction Assessment Model. It was found that the activities met the conditions of economy, reasoning, teaching pace, openness, exploratory learning, higher-order thinking, real-life problems, and product evaluation. When new activities and materials are prepared for gifted students, the criteria that were weak in the Maker-Banks Model in this study can be strengthened. The qualities of the prepared activities can be evaluated according to the criteria in the Maker-Banks Model. It is believed that this study will pave the way for new studies by evaluating activities prepared for areas other than science and technology and for different grade levels according to the criteria in the Maker-Banks Model. [ABSTRACT FROM AUTHOR]

Intelligence has existed as a capital that has contributed greatly to the development of humanity for centuries. It has also gained a special importance when education started to be given in a formal way in schools. One way to make inferences about children's mental processes is through picture analysis. The aim of this study is to investigate whether the primary school students are gifted or not, by means of picture analysis, which is a traditional method. Since gifted children have a developed creativity and imagination, they often show superior performance in drawing. In the analysis of picture tests, it is possible to understand children's emotions and thoughts as well as calculating their intelligence age. In this way, children can be communicated with more easily as a holistic perspective will be developed. For this reason, it is very important to use picture tests to approach the child holistically in the intelligence diagnosis process. For this purpose, the case study design, which is one of the qualitative research methods, was used in the research. The research was conducted with 20 primary school students who were educated in a Science and Art Center located in a province in the east of the Mediterranean Region and were determined to be gifted by the Ministry of National Education. In order to collect the research data, the "Draw a Human", "House-Tree-Human" and "Draw Non-existent Animal" were applied to the students. The drawings made by gifted children were evaluated with the scoring scales available in the literature and organized by the researchers. As a result of the analysis, the children's mental age was calculated separately for each test. The difference between the biological ages of the children and the calculated intellectual ages was examined. Evaluations were made on the basis of superior performance characteristics according to the age group of gifted individuals. In the light of the research findings, it was determined that the Draw a Human Test gave 95% correct results and the House-Tree-human Test gave 65% correct results. It can be said that the Draw Non-existent Animal test, does not give high scores at the primary school level in line with the scoring scale used. [ABSTRACT FROM AUTHOR]

Bu araştırmanın amacı, ortaokul düzeyi Bilim ve Sanat Merkezi (BİLSEM) öğrencilerinin uzaktan eğitime yönelik algılarını metaforlar aracılığıyla ortaya koymaktır. Bu amaçla öğrencilere “Uzaktan eğitim … gibidir; çünkü …” cümlesi sunularak tamamlamaları istenmiştir. Araştırma 2022 yılının ikinci yarısında farklı illerden ortaokul düzeyindeki 152 BİLSEM öğrencisi ile tamamlanmıştır. Uygun örnekleme yoluyla katılımcı belirleme tekniğinin benimsendiği çalışmada nitel araştırma yöntemlerinden olgubilim (fenomenoloji) deseni kullanılmıştır. Yapılan içerik analizi sonucunda uzaktan eğitim sürecinin BİLSEM öğrencilerinde oluşturduğu duygu, düşünce ve eleştirilerin hangi metaforlarla ortaya koyuldukları belirlenmiştir. Metafor ifadelerinin olumlu ve olumsuz yönde seyretmesine dayanılarak metaforlar “Dezavantajlarıyla Uzaktan Eğitim” ve “Avantajlarıyla Uzaktan Eğitim” olmak üzere cevaplanma yüzdelik oranları sırasına göre iki ana temada toplanmıştır. Dezavantajlarıyla uzaktan eğitim ana teması kavramsal olarak “Sıkıcı Özellikleriyle Uzaktan Eğitim”, “Zorlayıcı Yönleriyle Uzaktan Eğitim”, “Örtemediği Eksikliklerle Uzaktan Eğitim”, “Yapaylıktan Uzaklaşamayan Uzaktan Eğitim” ve “Belirsizlik Hissi Yaşatmasıyla Uzaktan Eğitim” alt temalarına ayrılmıştır. Avantajlarıyla uzaktan eğitim teması ise “Okul Görevini Üstlenen Uzaktan Eğitim”, “Sağlıklı Kalabilme Aracı Uzaktan Eğitim”, “Faydalı Yönleriyle Uzaktan Eğitim” ve “Eğlence Kaynağı Uzaktan Eğitim” olmak üzere alt temalara ayrılmıştır. Farklı sınıf seviyelerinde ve farklı yetenek özelliklerinde bulunan BİLSEM öğrencilerinin uzaktan eğitim sürecinde derinden etkilendikleri ve bu süreçle baş etmede büyük çaba göstermek durumunda kaldıkları aktarılan metaforlar aracılığıyla görülmüştür. Aynı zamanda öğrencilerin zorunlu olarak tercih edilen acil uzaktan eğitime karşı zıt yönlerde seyredebilen algı ve tutumlar geliştirdiklerine yönelik izlenim edinilmiştir.

Science and Art Centers (SACs) are educational institutions affiliated with the Ministry of National Education that focus on the education of gifted individuals. In SACs, primary school teachers are responsible for implementing specialized and enriched curricula designed for gifted students in 2nd, 3rd, and 4th grades. The professional development needs of primary school teachers at SACs differ from those in regular primary schools.. However, it is essential for teachers to continue their professional development throughout their tenure and actively participate in in-service training activities. Recognizing the significance of continuous professional development in the teaching profession, this study aims to identify the areas where primary school teachers at SACs require professional development and provide recommendations for incorporating these needs into future professional development activities. The research data for this study were collected using the Classical Delphi Technique. Academicians working in the field of Classroom Education or Special Abilities, who conduct research on gifted individuals, and primary school teachers who work with gifted students participated in this data collection process. The data obtained were analyzed through descriptive analysis and content analysis. The study revealed that primary school teachers working at SACs require professional development training in various content areas, including recognizing gifted students, understanding relevant legislation, implementing enriched and differentiated education for gifted individuals, exploring education-teaching models, and fostering family involvement in the educational process. Based on these identified needs, it is strongly recommended that policy makers develop and implement professional development programs specifically tailored to primary school teachers employed at SACs. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Ahmet Kelesoglu Educational Faculty is the property of Journal of Ahmet Kelesoglu Educational Faculty 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 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]

It is known that during the teaching of social studies course, students' reading the relevant pages of the textbook at home before coming to class and teachers' lecturing on the topic during the lesson is not enough to achieve a good level of learning and reduces students' interest in and desire for the course. Reflecting on this situation, this study was planned to handle the subjects of history and geography, which contain a lot of abstract concepts and have intense content, in the social studies course. During the teaching of these subjects, the effect of 3D design-supported activities on the lesson and students was determined by taking the opinions of students and teachers. 12 Secondary school students and 2 teachers participated in the research. In the study, it was concluded that the 3D design-supported activities contributed to students, e.g. they were more interested in the lesson, they learned with fun, and the activities helped to reinforce the information they learned and to embody the past. In addition to these results, the theoretical knowledge gained during the course turned into 3D design objects. This encouraged students to use their creativity and imagination. Teachers concluded that 3D activities helped students understand and become interested in social studies topics, and improve their digital literacy. However, it was observed that some students had problems with technical details, had difficulty understanding how to use the tools and commands, and were distracted. [ABSTRACT FROM AUTHOR]

As one of the three main types of music education, amateur music education is an education that aims to obtain musical behaviors more interested and willingly not necessarily getting formal music education. The aim of this research is to examine and analyze the lesson durations, course contents and the problems that arise during and outside the classroom in the teacher education institutions affiliated to the Ministry of National Education in Sivas. This research aims to determine the opinions of educators who provide instrument education in amateur music education institutions. Qualitative research method was used as the research design. The study group of the research consists of educators working in four different amateur music education institutions within the borders of the Central District of Sivas province. In this study, a semistructured interview form prepared by the researchers was used to determine the variables of the study. In the semi-structured interview form, a total of 12 questions, 2 of which were demographic and 10 of which were open-ended, were asked in order to determine the problems that the participants faced with the elaborate instrument training. The data obtained from the semi-structured interview form were analyzed through content analysis. In this study, in which 16 participants participated, it was concluded that it was preferred that the course duration was between 40-60 minutes. In addition, as a result of the research, it was concluded that there were problems such as absenteeism of students in instrument education lessons and not paying attention to instrument studies in the problems faced by educators. According to the results of the research, suggestions were made for instrument teaching methods and general education process in institutions that provide elaborate music education in Sivas. [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.)

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 purpose of this research is to examine the mental well-being of visual arts teachers of nurturing gifted students at Science and Art Center (SAC) that educational institute for supporting gifted in terms of some variables. In this context, mental well-being levels of visual arts teachers were examined in terms of "gender", "seniority", "martial status" and "education level" variables. It is a descriptive study in the survey model, which is one of the quantitative research methods. The population of the research consists of 234 visual art teachers working in SAC in the academic year of 2021-2022. The sample of the research consists of 171 visual arts teachers selected by the easily accessible sampling method in the SACs. The data of the study were collected with the data collection tool "WarwickEdinburgh Mental Well-Being Scale" developed by Tennant et al. (2007) and adapted into Turkish by Keldal (2015). have become it has emerged. In addition, it was revealed that visual arts teachers' having different gender, age, marital status and education level did not make a significant difference on mental well-being levels. [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 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.)

Copyright of Turkish Special Education Journal: International (TSPED) is the property of Turkish Special Education Journal: International (TSPED) 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 Dicle University Journal of Ziya Gokalp Education Faculty / Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi is the property of Dicle University Journal of Ziya Gokalp Education Faculty 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 Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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 was conducted to examine the creative thinking skills of gifted students studying in primary school. The sample group of the study consists of 83 gifted students who continue their education in Ordu. The level of these students is 2nd, 3rd and 4th grade and refers to all students who have been diagnosed throughout the city. The research was conducted using descriptive survey method. Torrance Tests of Creative Thinking (TTCT) was applied to obtain data. The data obtained from the applied test were analyzed by SPSS. Data were analyzed by Independent t-Test, ANOVA and Post Hoc-Tukey Test. According to the results of the research, a significant difference was determined between the scores obtained by the students from TTCT and the variables of age level, gifted and talented field, and taking preschool education. In the fluency sub-dimension, 10-year-olds compared to 7- year-olds; In terms of the originality sub-dimension, the Creative Strengths sub-dimension, and the scores from the Total of the Creativity Index, children aged 9 and 10 had significantly higher scores than children aged 7 and 8. It was seen that art students got significantly higher scores than gifted and music students. In the Abstractness of Titles subdimension, the students who received pre-school education scored significantly higher than the students who did not receive pre-school education. There was no significant difference between the scores of the students in TTCT and gender, parental education level, school type, number of siblings, family income, birth order and parental age. [ABSTRACT FROM AUTHOR]

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]

It is known that gifted individuals who receive education in Science and Art Centers (SACs) in Turkiye have problems in reaching different educations in accordance with their individual competencies. This study aimed to determine the expectations of gifted students towards distance education, to show that this training can be given with the distance education method after the courses offered through distance education, and to develop an alternative way for the future. Explanatory sequential design, one of the mixed research types in which quantitative and qualitative research designs are used together, was employed in the research. The study group of the research consisted of 40 gifted students and 40 parents of these students in three SACs in Turkiye. The quantitative data of the study were analyzed by using the SPSS program. Quantitative data of the study were obtained with a "10-items student online learning expectations form and 5-items parent evaluation form". Qualitative data of the study were obtained with an 8-items student self-evaluation form. In the research, 4 weeks of distance education were given to the students; "Astronomy, Thinking Skills, Teaching Mathematics with Origami, Robotic Coding, Intelligence Games and Values Education" lessons were explained, and the data obtained at the end of the application were analyzed and interpreted with the MAXQDA program. As a result, it is revealed that gifted students in SACs are quite satisfied with the distance education training within this study's scope. In addition, the present study showed that education programs can be rearranged and made suitable for distance education for the emergent transitions to distance education that emerged with the Covid-19 pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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.)

Bu araştırmada, özel yetenekli ve normal gelişim gösteren öğrencilerin 21. yüzyıl becerilerinin farklı değişkenler açısından incelenmesi amaçlanmıştır. Araştırmada, nicel araştırma yönteminden tarama deseni kullanılmıştır. Çalışmanın örneklemini, Doğu Anadolu Bölgesi’nde yer alan bir Bilim ve Sanat Merkezi’nde öğrenim gören 201 özel yetenekli öğrenci ile normal gelişim gösteren 300 öğrenci oluşturmaktadır. Araştırmada veri toplama aracı olarak Çok Boyutlu 21. Yüzyıl Becerileri Ölçeği kullanılmıştır. Verilerin analizinde betimsel istatistikler kullanılmış olup bağımsız örneklem t testi ve ANOVA testleri de kullanılmıştır. Bulgular, özel yetenekli öğrencilerin 21. yüzyıl becerilerinin normal gelişim gösteren öğrencilere göre yüksek olduğu yönündedir. Bununla birlikte kadın ve erkek özel yetenekli öğrencilerin 21. yüzyıl becerileri ölçeğinden elde ettikleri toplam puanlar arasında istatistiksel olarak anlamlı bir farklılık olmamasına karşın, normal gelişim gösteren kadın ve erkek öğrencilerin ölçekten aldıkları toplam puanlar arasında anlamlı bir farklılık elde edilmiştir. Özel yetenekli öğrencilerin ölçekten elde ettikleri toplam puan ortalamaları, öğrenim görülen program ve yaş değişkeni açısından anlamlı düzeyde bir farklılık göstermemektedir. Ayrıca Eleştirel Düşünme ve Sorun Çözme, Bilgi ve Teknoloji Okuryazarlığı, Girişimcilik ve Yenilikçilik ile Sosyal Sorumluluk ve Liderlik alt boyutlarından özel yetenekli ve normal gelişim gösteren öğrencilerin elde ettikleri toplam puan ortalamaları arasında istatistiksel açıdan özel yetenekli öğrenciler lehine anlamlı bir farklılık elde edilmiştir. Araştırma sonuçlarına göre önerilerde bulunulmuştur.

The aim of this study is to examine English curriculum in Science and Art Centers according to the views of English language teachers who are the practitioners of the programme. The study is a descriptive case research. Using collection. Data collectionwascarriedoutthroughinterview technique which is one of the qualitative data techniques. Theresearch data were obtained through interviews from voluntary English teachers working in Science and Art Center (SAC). 12 English teachers took part in the study group, which was formed by using maximum diversity sampling. The English curriculum was evaluated in terms of outcomes, content, teaching-learning process and evaluation dimensions. Content analysiswasperformedbytransferringtheobtained data to Nvivo 11. When the findings obtained on the basis of teachers' opinionswereexamined, it wasconcludedthattheoutcomesandcontentwere not suitable for student levels, theactivitybook being applied should be updated, and the suggested methods and techniques were sufficient. It was also revealed that the assessment scales were not sufficient and should be enriched. [ABSTRACT FROM AUTHOR]

The aim of this research is to analyze the cognitive structures of gifted students regarding the concept of innovation. The phenomenology design, one of the qualitative research method designs, was used in the study. The criterion sampling method, one of the purposeful sampling methods, was used to determine the study group of the research. In the 2018 - 2019 academic year, 25 (15 male, 10 female) gifted students at the 7th and 8th grade level of secondary school in a Science and Art Center (BİLSEM) in Ankara Province formed the study group of the research. The word association test (WAT) and drawings were used as data collection tools in the research. While the data obtained with the drawing-writing technique in the research were analyzed by using the content analysis method, the data obtained through the word association test were analyzed by using the descriptive analysis method. Participants' associations to the concept of innovation were analyzed by using the cut-point technique. In addition, concept networks that show the associations at each breakpoint as a whole were drawn. Mind maps were drawn by using the frequency table prepared from the students' responses to the selected key concepts. Research data were collected under 7 categories. These were Definition and characteristics of innovation (f = 78), innovation and development (f = 52), stages of innovation (f = 46), innovation and business (f = 27), innovation-oriented skills (f = 18), innovation and product (f = 17), other (non-category concepts) (f = 13). It was determined that students produced 38 different answer words about the concept of innovation 251 times and they most associated the concept of innovation with the concepts of "newness", "development" and "technology". In the sentences they wrote together with the drawings, explanations emphasizing more technological products and development processes were observed. [ABSTRACT FROM AUTHOR]

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social 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.)

The aim of the study was to answer the question that arises about what knowledge do role players have about sustainable development through greening schools. The research employed qualitative multiple case study design in three purposefully sampled schools at Tshwane North District, Gauteng Province of South Africa. Besides literature review and theoretical framework of sources, the data was collected through focus group interviews, direct observation and document analysis. Data collected was analysed with thematic content analysis. The results revealed that school role players have little knowledge on greening schools to ensure sustainable development; and opportunities and threats need to be addressed by role players. These were attributed by lack of policy framework and capacity building on how greening schools should be implemented. The study recommended creation of an integrative assessment of green schools that embraces practical activity plan on curriculum and infrastructure. Further research studies in the area of greening schools are recommended for effective sustainable development on school resources. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to examine the mediating role of emotion regulation difficulties in the relationship between executive functions and self-regulation of students with and without in the Science and Art Center (SaC) (called BILSEM in Turkish) which trained gifted students at Turkey. The study is a descriptive study in which predictive correlational research, one of the types of correlational research model, is used. The study group of the research consisted of the students studying in the province of Istanbul in the 2020-2021 academic year. In the sample, 6,7 and 8th grade students who are gifted in SaC (59 females, 64 males in total 123) and those who are not in SaCs (89 males 95 females, 184) 6, 7th and 8th grade students are included. Appropriate sampling method was used for participation in the study. In the study, Behavioral Rating Inventory of Executive Function (BRIEF) Parent Form, Difficulties in Emotion Regulation Scale (DERS) and The Adolescent Self-Regulatory Inventory (ASRI) were used. In the research, the data were analyzed using the PROCESS macro plug-in of Hayes with the SPSS 20 package program. For the mediation model created in line with the results, Bootstrap method was used to see the indirect effects. In the study, also the moderated mediation effect model analysis was used to. İn result, the direct, indirect and total effects of emotion regulation difficulties were found to be statistically significant in the relationship between executive functions and self-regulation skills of secondary school students with and without in SaC. It has been observed that the moderated variable with and without in SaC or not a significant effect on the indirect effect. [ABSTRACT FROM AUTHOR]

This study aimed to reveal the evaluations of teachers who work in Science and Art Centers (BİLSEM) about being a teacher there. This qualitative study is structured according to the phenomenology design. A total of 18 teachers working in BİLSEMs located in Ankara constituted the study group. Qualitative data were collected with a structured interview form. Content analysis method was used in the analysis of data. The teachers stated that they were pleased to work with gifted and talented students, and working in BİLSEM increased their motivation to improve themselves. However, they criticized the parents' expectations, the managers' attitudes, working hours, and insufficient technical equipment. However, despite the problems, most participants stated that they would recommend other teachers to come work in BİLSEM. Multiple suggestions were presented according to the problems raised in the study. [ABSTRACT FROM AUTHOR]

In this research, it was aimed to investigate the self-efficacy of gifted students for science experiments in terms of planning, implementation and evaluation. In the research, survey, one of the quantitative research designs, method was used. The sample of the research consisted of 197 gifted students studying at a Science and Art Center. The Experiment-Related Self-Efficacy Scale was used as the data collection tool and, descriptive and inferential statistical analyzes were conducted. As a result of the research, it was found that the science experiments self-efficacy of the participants was at a medium level. In addition, the participants were found to have the most participation in the items in the evaluation dimension of the scale and the least participation in the items in the implementation dimension. Although there was no significant difference between the total scores obtained from the scale by the girl and boy participants, it was found that the students’ score obtained from the planning dimension of the students studying project production and management program was higher than those who were studying other programs. [ABSTRACT FROM AUTHOR]

The aim of the study was to determine gifted and talented students’ views about biology activities in a science and art center. The study was conducted with 26 gifted and talented students who studied at a science and art center in southwestern Turkey. Students studied animal and plant genus and species in biology activities. Data were collected through a questionnaire. Data were analyzed using descriptive and content analyses methods. The research results revealed that the students had a great interest in the animals and plants, which they could not see nor examine closely in their own daily life. Since they found the activities enjoyable, interesting, and exciting, they liked biology courses much more. The results are discussed in terms of the education of the gifted and talented students.

In this study, it is aimed to determine the lifelong learning tendencies and the level of self-regulatory learning skills of gifted students and the relationship between them. In the study, exploratory sequential mixed methods design, one of the mixed method designs, was used. The sample of the study consisted of 168 gifted students who continued their education at a Science and Art Center (SAC) in a city in Eastern Anatolia Region of Turkey in the 2018-2019 academic years. Quantitative data were collected using Lifelong Learning Scale (LLS) and Perceived Self-Regulation Scale (PSRS). Qualitative data of the study were collected by semi-structured interviews conducted with 15 students. The quantitative data of the study were analyzed by independent samples t test, ANOVA and Pearson Product-Moment Correlation analysis. In the analysis of the qualitative data, inductive content analysis was used. As a result of the analysis, it was found that the total scores obtained from the Lifelong Learning Scale and the Perceived Self-regulation Scale did not show a significant difference by gender and program variables. It has been determined that there is a moderate significant relationship between lifelong learning tendencies of gifted students and their perceptions about self-regulation skills. When the opinions of the gifted students about lifelong learning tendencies are examined, it is seen that participants determine the reasons of the problems and go for solutions in line with their purpose, they like to produce solutions by making intellectual struggles, and they make scientific and non-scientific readings and use these readings to produce different solutions. It was also seen that they tried different ways to correct their mistakes. Based on these findings, it can be said that individuals with high perceptions about self-regulatory learning skills have high lifelong learning tendencies. In this context, it is recommended to enrich Science and Art Center's curriculum in order to improve students' self-regulation skills and developing lifelong learning tendencies. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to compare the creative writing skills of gifted and talented students who are attending at Science and Art Center (SAC) according to the variables of gender and ability areas. This research is designed as a causal-comparative study. The study group consisted of 85 students who were gifted and talented in the fields of painting, music, and general ability. The data were collected by using the Creative Writing Scale (CWS) Rubric. Writings of gifted and talented students were evaluated by an expert in the field of writing by using CWS Rubric. The data were analyzed by using independent t-test and Kruskal Wallis-H test. The result of the research indicated that male gifted and talented students had significantly higher creative writing skills than female students. In addition, students with painting skills had higher creative writing skills than students with general ability. These findings suggest that gifted students' gender and their ability areas have an impact on their creative writing skills. [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 Journal of Faculty of Educational Sciences 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.)

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.)

Teachers are expected to have a range of competences in order to make student development positive. The aim of this study is to determine the opinions of classroom teachers who have gifted students in formal education institutions about the competencies that will support these students in classroom settings. In our country, studies about gifted students are generally carried out through Science and Art Centers (BİLSEM), where these students are identified and continued. However, gifted students should also be supported in their own classroom settings in the formal education institution. This study was carried out by focusing on the qualifications required by the class teachers of the students attending the 2nd, 3rd and 4th grades of formal education institutions and also attending the Science and Art Center after the diagnostic process. For this purpose, the study group of the study consists of classroom teachers who work in Çanakkale city center in the 2017-2018 academic year and have gifted students in different fields. The sample of the study consists of 28 classroom teachers who were determined through purposeful sampling. In the study, phenemology design, one of the qualitative research designs, was used. The data of the study was collected by semi-structured and non-directive interview technique. The analysis of the research data was carried out by two data encoders. Cohen Kappa agreement values were used for data analysis. In the research, the importance of the professional and personal competences of classroom teachers has been revealed to support gifted students. In the light of the research findings, developing in-service training programs for class teachers, conducting workshops in which teachers will cooperate, and practical casebased teacher trainings were presented as suggestions. [ABSTRACT FROM AUTHOR]

Copyright of Sports Science & Health / Sportske Nauke i Zdravlje is the property of Pan-European University Apeiron 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 comparatively investigate the democratic values of the gifted students and students with normal intelligence in terms of gender, family income level and grade level. In this research, causal comparison model, one of the quantitative research methods, was used. The study group of the study consisted of 192 secondary school students receiving supportive education in three selected Science and Art Centers with easily accessible sampling and secondary school students studying in three public schools. The data were collected through the 'Democratic Values Scale' developed by İlğan, Karayiğit & Çetin (2013). According to the findings of the study, a significant difference was found in favour of female students studying in both school types. While there was no significant difference between the grade levels and democratic values of students in SAC, there was a significant difference in favour of 5th grade in the state schools. As for the family income levels, it was revealed that there was a direct correlation between family income levels and students' democratic values in both school types. The findings are discussed within the literature and various recommendations are made in accordance with the results of the study. [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.)

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Copyright of Gazi University Journal of Gazi Educational Faculty (GUJGEF) is the property of Gazi University Journal of Gazi Educational Faculty (GUJGEF) 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 Mehmet Akif Ersoy University Journal of Education Faculty is the property of Mehmet Akif Ersoy Universitesi Egitim Fakultesi 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.)

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.)