Araştırma Makalesi
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Yıl 2023, Cilt: 11 Sayı: 2 - June 2023, 113 - 123, 11.07.2023

Ergün Yurtbakan Onur Batmaz

https://doi.org/10.17478/jegys.1258298
Cited By: 1

Öz

Kaynakça

  • Adediwura, A. A. (2011). The development and confirmatory factor analysis of a scale for the measurement of gifted students’ attitude towards mathematics. World Journal of Education, 1(1), 52-62.
  • Afzal, H., Ali, I., & Khan, M. A. (2010). A study of university students‟ motivation and ıts relationship with their academic performance. International Journal of Business and Management, 5(4), 80-88.
  • Akbaba, S., & Aktas, A. (2005). İçsel motivasyonun bazı değişkenler açısından incelenmesi (Searching internal motivation according to some variables). M.U. Atatürk Faculty of Education Journal of Educational Sciences, 21, 19-42.
  • Aktan, S., & Tezci, E. (2013). Matematik motivasyon ölçeği (MMÖ) geçerlik ve güvenirlik çalışması (The mathematical motivation scale (mms) study ofreliability and validity). The Journal of Academic Social Science Studies, 6, 57-77.
  • Alevli, O. (2018). Özel yetenekli öğrencilerin okuma alışkanlığında ailelerinin duyarlılığı (Sensitivity of their families on the reading habit of the gifted students). Journal of National Education, 47(1), 129-142.
  • Asut, N., & Koksal, M. S. (2015). Üstün zekâlı öğrencilerin epistemolojik inançlarının fen öğrenmeye yönelik motivasyon düzeyi ve başarıyla ilişkisi (Relationship of gifted students’ epistemological beliefs with achievement and motivation towards science learning). Duzce University Journal of Social Sciences Institute, 2, 22-44
  • Balaban, J. (2006). Öğrenmede güdülenme (motivation in learning). Y. Kuzgun ve D. Deryakulu, (Ed.), In individual differences in education (s. 169-199). Ankara: Nobel Publishing.
  • Bolat, H. (2020). Üstün zekalı ve yetenekli öğrencilerin bilim ve sanat merkezindeki ve okuldaki sosyal bilgiler dersine yönelik metaforik algıları (The metaphorical perceptions of the gifted and talented students towards social studies lesson in the science and art centre and in their school). Journal of Social Sciences of Mus Alparslan University, 8(4), 1135-1144.
  • Buyukozturk, Ş., Kilic Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri (Scientific research methods). Ankara: Pegem Academy Publishing House.
  • Camci-Erdoğan, S., & Kahveci, N., G. (2015) Farklılaştırılmış fen ve teknoloji öğretiminin üstün zekalı ve yetenekli öğrencilerin tutumlarına etkisi (The effect of differentiated science and technology instruction on gifted and talented students’ attitude). Journal of Hasan Âli Yücel Faculty of Education, 12(1), 191-207.
  • Cildir, M. (2020). About distance mathematics education of gifted students studying at secondary school. In S.
  • Idin (Ed.), Research highlights in education and science 2020, (pp. 142- 152). ISRES Publishing.
  • Celikdelen, H. (2010). Bilim sanat merkezlerinde bilim birimlerinden destek alan üstün yetenekli öğrencilerin kendi okullarında fen ve teknoloji dersinde karşılaştıkları güçlüklerin değerlendirilmesi (The evaluation of the difficulties of talented students who face during the science and technology lessons in their own schools, are enrolled in science and art centers). Unpublished master thesis, Selçuk University, Konya.
  • Cetin, A., & Dogan, A. (2018). Bı̇lı̇m ve sanat merkezlerı̇nde görev yapan matematı̇k öğretmenlerı̇nin karşılaştıkları sorunlar (Problems that mathematics teachers encounter in science and art centers). Ankara University Faculty of Educational Sciences Journal of Special Education, 19(4), 615-641. doi:10.21565/ozelegitimdergisi.370355
  • Demirel, M. (1993). Öğrenme stratejilerinin öğretilmesi (Teaching learning strategies). Education anad Science, 17(83), 52-59.
  • Dolu, G., & Urek, H. (2019). Kimyasal değişim temalı etkinliklerin özel yetenekli öğrencilerin kimyasal değişim-ışık ilişkisini kavramsal anlama düzeylerine etkisinin incelenmesi (The effect of chemical change theme activities on conceptual understanding levels of exceptionally talented students related to chemical change-light relationship). Journal of National Education, 48(222), 33-58.
  • Eder, F. (1989). Das Schul- und Klassenklima in der Wahrnehmung hochleistungsdisponierter Schüler [The school and classroom climate as perceived by highly gifted students]. Zeitschrift für Pädagogische Psychologie, 3, 109-122.
  • Ehrman, M. (1996). An exploration of adult language learner motivation, selfefficacy, and anxiety. In R. L. Oxford (Ed.), Language Learning Motivation: Pathways to the New Century (s. 81-103). HI: University of Hawaii Press.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri (Scientific research methods). Ankara: Anı Publishing. Epcacan, U., & Oral, B. (2019). Özel yetenekli öğrencilerin Bilsem’deki öğretim uygulamalarına ilişkin görüşleri (The perceptions of talented students about teaching practices in SAC). Siirt University Journal Of Social Sciences Institute, 7(13), 139-166.
  • Erdoğan, A., & Yemenli, E. (2018). Gifted students’ attitudes towards mathematics: a qualitative multidimensional analysis. Asia Pacific Education Review, 20, 37–52.
  • Gubbels, J., Segers, E., & Verhoeven, L. (2014). Cognitive, socioemotional, and attitudinal effects of a triarchic enrichment program for gifted children. Journal for the education of the gifted, 37(4), 378-397.
  • Guven, B., & Uzman, E. (2006). Ortaöğretim coğrafya dersi tutum ölçeği geliştirme çalışması (A study to develope a scale fort measuring attitude toward high school geography course). Kastamonu Journal of Education, 14(2), 527 -236.
  • Kahyaoglu, M., & Pesen, A. (2013). Üstün yetenekli öğrencilerin fen ve teknolojiye yönelik tutumları, öğrenme ve motivasyon stilleri arasındaki ilişki (The relationship between gifted students’ attitudes towards science and technology and their learning and motivation styles). Turkish Journal of Giftedness and Education, 3(1), 38-49.
  • Kanli, E., & Emir, S. (2009). Fen ve teknoloji öğretiminde probleme dayalı öğrenmenin üstün zekalı ve normal öğrencilerin motivasyon düzeylerine etkisi (The effect of problem based learning in science and technology to the motivation levels of gifted and normal students). The Journal of SAU Education Faculty, 18, 42-61
  • Koc, I. (2016). Üstün zekâlı ve üstün yetenekli öğrenci velilerinin Bilim ve Sanat Merkezi'yle ilgili görüşleri: Bir BİLSEM örneği (Gifted and talented student about the science and art center of the parents opinions: An example of SAC). Journal of Gifted Education and Creativity, 3(3), 1-10.
  • Koshy, V. (2002). Teaching gifted children 4-7: A guide for teachers. London: David Fulton Publishers Ltd.
  • Kunt, K., & Tortop, H.S. (2017). Examination of science and technology teachers’ attitude and opinions related giftedness and gifted education in Turkey. Journal for the Education of Gifted Young Scientists, 5(1), 37-54.
  • Kurtdaş, M. Ç., (2012).Üstün yetenekliler ve üstün yeteneklilerin eğitiminde Bilim ve Sanat Merkezleri (Malatya Bilim ve Sanat Merkezi örneği)[ Gifted Students and the Education of Gifted Students in Science and Arts Centers (Malatya Science and Arts Centers Case)], Home of Wisdom, 5(10), 151–181.
  • Kwon, S., Seo, Y., & Lee, S. (2001). Designing Woo based environment for effective learning community building. Korean Association for Educational Information and Broadcasting, 7(4), 147–170.
  • Levenberg, I., & Shaham, C. (2014). Formulation of word problems in geometry by gifted pupils. Journal for the Education of the Young Scientist and Giftedness, 2(2), 28-40.
  • McCoach, D. B., &,Siegle, D. (2003). Why try? Factors that differentiate underachieving gifted students from high achieving gifted students. Retrieved from https://files.eric.ed.gov/fulltext/ED454678.pdf
  • MoNET (2019). Milli Eğitim Bakanlığı Bilim ve Sanat Merkezleri yönergesi (Ministry of National Education Science and Art Centers directive). Retrieved from http://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
  • MoNET (2010). BİLSEM’lerde uygulanan eğitim ve programlar (Training and programs implemented in SACs). Retrieved from https://orgm.meb.gov.tr/www/bilsemlerde-uygulanan-egitim-ve-programlar/icerik/1935.
  • Okur, A., & Ozsoy, Y. (2013). Üstün zekalı öğrencilerin Türkçe dersine yönelik tutumlarının incelenmesi: Bartın Bilsem örneği (A research for the attitudes of gifted students' towards Turkish lesson: A sample of Bartın SAC). Journal of Theory and Practice in Education, 9(3), 254-264.
  • Phillips, N., & Lindsay, G. (2006) Motivation in gifted students, High Ability Studies, 17(1), 57-73. Ramsay S. G., & Richards, H. C. (1997), Cooperative learning environments: Effects on academic attitudes of gifted students. Gifted Child Quarterly, 41(4), 160-168.
  • Rinn, A. N., Plucker, J. A., & Stocking, V.B. (2010). Fostering gifted students'affective development: A look at the ımpact of academic self-concept. TEACHING Exceptional Children Plus, 6(4), 1-13.
  • Saglam, A., & Polat, I. (2020). Özel yetenekli öğrencilerin sınıf ortamındaki davranışlarına yönelik öğretmenlerin görüşleri (Teachers' views on the behavior of specially gifted students in the classroom). Iğdır IUniversity Journal Social Science, 24, 473-494.
  • Sak, U. (2010). Üstün yetenekliler eğitim programları modeli (ÜYEP) ve sosyal geçerliği [An overview and social validity of the education programs fort he talented students model (EPTS)]. Education and Science, 36(161), 213-229.
  • Schunk, D., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research and applications (3rd ed.). Upper Saddle River: Pearson.
  • Skollingsberg, G. E. (2003). A comparison of intrinsic and extrinsic classroom motivationalorientation of gifted and learning-disabled students. Roeper Review, 26(1), 53-53.
  • Streitz, R. (1922). Gifted children and provisions for them in our schools. University of Illinois Bulletin, 20(13), 2–12.
  • Strip, C.A., Hirsch, G. (2000). Helping gifted children soar: A practical guide for parents and teachers Great Potential Press.
  • Su, S. (2021). Özel yetenekli öğrencilerin tarih dersine ilişkin algı düzeylerinin metaforlarla incelenmesi (BİLSEM Örneği) [Analysis of History Perception Levels of the Gifted Students Through Metaphors]. Turkish Scientific Researches Journal, 6(2), 400-414.
  • Tanrikulu, F., & Yogurtcu, M. (2018). Özel yetenekli öğrencilerin eğitiminde masalları drama yöntemiyle işlemenin Türkçe dersine etkisi (The effect of teaching fairy tales to the gifted students through drama on Turkish lesson). International Journal of Turkish Literature, Culture and Education, 7(4), 2572-2590.
  • Tavsancil, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi (Measuring attitudes and data analysis with SPSS). Ankara: Nobel Publishing.
  • Tomlinson, C. A., & A llan, S. D. (2000). Leadership for differentiated classroom: Responding to theneeds of all learners. Alexandria, VA: ASCD.
  • Tortop, H. S. (2014). Gifted students’ views about first stage of the education program for the gifted students’ bridge with university (EPGBU). Turkish Online Journal of Distance Education-TOJDE, 15(2), Article 5.
  • Tortop, H.S. (2015). Üstün yetenekliler üniversite köprüsü eğitim programı ÜYÜKEP modeli (EPGBU model of gifted university bridge education program). Düzce: Genç Bilge Publishing.
  • VanTassel-Baska, J. (2003). Differentiating the language arts for high ability learners K–8. ERIC Digest. VA: ERIC Clearinghouse on Disabilities and Gifted Education. Retriewed from: https://files.eric.ed.gov/fulltext/ ED474306.pdf.
  • Vogl K, Preckel F. (2014). Full-time ability grouping of gifted students: ımpacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58(1), 51-68.
  • Vu, P. (2011) Gifted studends’ profiles and their attitudes towards a gifted program: The case of Vietnam. Gifted and Talented International, 26(1-2), 81-87.
  • Weiner, I. B. (1992). Psychological disturbance in adolescence (2nd ed.). New York, NY: Wiley.
  • Wigfield, A., & Wentzel, K. R. (2007). Introduction to motivation at school: Interventions that work. Educational Psychologist, 42(4), 191–196.
  • Yetim-Karaca, S., & Turk, T. (2020). Ortaokul matematik dersi öğretim programının üstün yetenekli öğrencilerin eğitimi açısından öğretmen görüşlerine göre değerlendirilmesi (The evaluation of secondary school mathematics curriculum according to teachers' views in terms of education of gifted students). Turkish Journal of Computer and Mathematics Education, 11(1), 241-279.
  • Yildiz, G. (2010). İlköğretim 7. sınıf öğrencilerinin matematik başarıları, biliş üstü becerileri, düşünme stilleri ve matematik öz kavramları arasındaki ilişkiler (The relationships between secondary school 7th grade students' mathematics achievement, metacognitive skills, thinking styles and mathematics self-concepts). Unpublished doctorate thesis. Yıldız Teknik University, Istanbul.
  • Ysseldyke, J, Tardrew, S, Betts, J, Thill, T., & Hannigan, E (2004). Use of an ınstructional management system to enhance math ınstruction of gifted and talented students. Journal for the Education of the Gifted, 27(4), 293-310.

Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted

Yıl 2023, Cilt: 11 Sayı: 2 - June 2023, 113 - 123, 11.07.2023

Ergün Yurtbakan Onur Batmaz

https://doi.org/10.17478/jegys.1258298
Cited By: 1

Öz

In this study, it was aimed to examine the effect of the support education program applied to gifted primary school students Science and Art Centers on the motivation and attitudes of mathematics, science, social studies and Turkish lessons. In the study, pre-post test experimental design without control group was used. 17 gifted primary school 4th grade students studying at a Science and Art Center in the Eastern Black Sea Region (in the support education program) were included in the study with convenient case sampling. Motivation and attitude scales developed by different researchers for mathematics, science, social studies and Turkish lessons were used to collect the data obtained within the scope of the study. The data were analyzed with a statistical program. In the result of study, it was concluded that the support education program did not cause significant difference in the motivation and attitudes of the students the Turkish lesson. It was found that support education program didn’t show significant difference in students' motivation in social studies and mathematics lessons, but showed a significant difference in their attitudes. In addition, it was concluded that support education program had significant difference the motivation the students the science lesson, but there was no significant difference in their attitudes towards the lesson.

Anahtar Kelimeler

attitude motivation primary school gifted education Science and Art Center (SAC) Support education program

Kaynakça

  • Adediwura, A. A. (2011). The development and confirmatory factor analysis of a scale for the measurement of gifted students’ attitude towards mathematics. World Journal of Education, 1(1), 52-62.
  • Afzal, H., Ali, I., & Khan, M. A. (2010). A study of university students‟ motivation and ıts relationship with their academic performance. International Journal of Business and Management, 5(4), 80-88.
  • Akbaba, S., & Aktas, A. (2005). İçsel motivasyonun bazı değişkenler açısından incelenmesi (Searching internal motivation according to some variables). M.U. Atatürk Faculty of Education Journal of Educational Sciences, 21, 19-42.
  • Aktan, S., & Tezci, E. (2013). Matematik motivasyon ölçeği (MMÖ) geçerlik ve güvenirlik çalışması (The mathematical motivation scale (mms) study ofreliability and validity). The Journal of Academic Social Science Studies, 6, 57-77.
  • Alevli, O. (2018). Özel yetenekli öğrencilerin okuma alışkanlığında ailelerinin duyarlılığı (Sensitivity of their families on the reading habit of the gifted students). Journal of National Education, 47(1), 129-142.
  • Asut, N., & Koksal, M. S. (2015). Üstün zekâlı öğrencilerin epistemolojik inançlarının fen öğrenmeye yönelik motivasyon düzeyi ve başarıyla ilişkisi (Relationship of gifted students’ epistemological beliefs with achievement and motivation towards science learning). Duzce University Journal of Social Sciences Institute, 2, 22-44
  • Balaban, J. (2006). Öğrenmede güdülenme (motivation in learning). Y. Kuzgun ve D. Deryakulu, (Ed.), In individual differences in education (s. 169-199). Ankara: Nobel Publishing.
  • Bolat, H. (2020). Üstün zekalı ve yetenekli öğrencilerin bilim ve sanat merkezindeki ve okuldaki sosyal bilgiler dersine yönelik metaforik algıları (The metaphorical perceptions of the gifted and talented students towards social studies lesson in the science and art centre and in their school). Journal of Social Sciences of Mus Alparslan University, 8(4), 1135-1144.
  • Buyukozturk, Ş., Kilic Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2013). Bilimsel araştırma yöntemleri (Scientific research methods). Ankara: Pegem Academy Publishing House.
  • Camci-Erdoğan, S., & Kahveci, N., G. (2015) Farklılaştırılmış fen ve teknoloji öğretiminin üstün zekalı ve yetenekli öğrencilerin tutumlarına etkisi (The effect of differentiated science and technology instruction on gifted and talented students’ attitude). Journal of Hasan Âli Yücel Faculty of Education, 12(1), 191-207.
  • Cildir, M. (2020). About distance mathematics education of gifted students studying at secondary school. In S.
  • Idin (Ed.), Research highlights in education and science 2020, (pp. 142- 152). ISRES Publishing.
  • Celikdelen, H. (2010). Bilim sanat merkezlerinde bilim birimlerinden destek alan üstün yetenekli öğrencilerin kendi okullarında fen ve teknoloji dersinde karşılaştıkları güçlüklerin değerlendirilmesi (The evaluation of the difficulties of talented students who face during the science and technology lessons in their own schools, are enrolled in science and art centers). Unpublished master thesis, Selçuk University, Konya.
  • Cetin, A., & Dogan, A. (2018). Bı̇lı̇m ve sanat merkezlerı̇nde görev yapan matematı̇k öğretmenlerı̇nin karşılaştıkları sorunlar (Problems that mathematics teachers encounter in science and art centers). Ankara University Faculty of Educational Sciences Journal of Special Education, 19(4), 615-641. doi:10.21565/ozelegitimdergisi.370355
  • Demirel, M. (1993). Öğrenme stratejilerinin öğretilmesi (Teaching learning strategies). Education anad Science, 17(83), 52-59.
  • Dolu, G., & Urek, H. (2019). Kimyasal değişim temalı etkinliklerin özel yetenekli öğrencilerin kimyasal değişim-ışık ilişkisini kavramsal anlama düzeylerine etkisinin incelenmesi (The effect of chemical change theme activities on conceptual understanding levels of exceptionally talented students related to chemical change-light relationship). Journal of National Education, 48(222), 33-58.
  • Eder, F. (1989). Das Schul- und Klassenklima in der Wahrnehmung hochleistungsdisponierter Schüler [The school and classroom climate as perceived by highly gifted students]. Zeitschrift für Pädagogische Psychologie, 3, 109-122.
  • Ehrman, M. (1996). An exploration of adult language learner motivation, selfefficacy, and anxiety. In R. L. Oxford (Ed.), Language Learning Motivation: Pathways to the New Century (s. 81-103). HI: University of Hawaii Press.
  • Ekiz, D. (2009). Bilimsel araştırma yöntemleri (Scientific research methods). Ankara: Anı Publishing. Epcacan, U., & Oral, B. (2019). Özel yetenekli öğrencilerin Bilsem’deki öğretim uygulamalarına ilişkin görüşleri (The perceptions of talented students about teaching practices in SAC). Siirt University Journal Of Social Sciences Institute, 7(13), 139-166.
  • Erdoğan, A., & Yemenli, E. (2018). Gifted students’ attitudes towards mathematics: a qualitative multidimensional analysis. Asia Pacific Education Review, 20, 37–52.
  • Gubbels, J., Segers, E., & Verhoeven, L. (2014). Cognitive, socioemotional, and attitudinal effects of a triarchic enrichment program for gifted children. Journal for the education of the gifted, 37(4), 378-397.
  • Guven, B., & Uzman, E. (2006). Ortaöğretim coğrafya dersi tutum ölçeği geliştirme çalışması (A study to develope a scale fort measuring attitude toward high school geography course). Kastamonu Journal of Education, 14(2), 527 -236.
  • Kahyaoglu, M., & Pesen, A. (2013). Üstün yetenekli öğrencilerin fen ve teknolojiye yönelik tutumları, öğrenme ve motivasyon stilleri arasındaki ilişki (The relationship between gifted students’ attitudes towards science and technology and their learning and motivation styles). Turkish Journal of Giftedness and Education, 3(1), 38-49.
  • Kanli, E., & Emir, S. (2009). Fen ve teknoloji öğretiminde probleme dayalı öğrenmenin üstün zekalı ve normal öğrencilerin motivasyon düzeylerine etkisi (The effect of problem based learning in science and technology to the motivation levels of gifted and normal students). The Journal of SAU Education Faculty, 18, 42-61
  • Koc, I. (2016). Üstün zekâlı ve üstün yetenekli öğrenci velilerinin Bilim ve Sanat Merkezi'yle ilgili görüşleri: Bir BİLSEM örneği (Gifted and talented student about the science and art center of the parents opinions: An example of SAC). Journal of Gifted Education and Creativity, 3(3), 1-10.
  • Koshy, V. (2002). Teaching gifted children 4-7: A guide for teachers. London: David Fulton Publishers Ltd.
  • Kunt, K., & Tortop, H.S. (2017). Examination of science and technology teachers’ attitude and opinions related giftedness and gifted education in Turkey. Journal for the Education of Gifted Young Scientists, 5(1), 37-54.
  • Kurtdaş, M. Ç., (2012).Üstün yetenekliler ve üstün yeteneklilerin eğitiminde Bilim ve Sanat Merkezleri (Malatya Bilim ve Sanat Merkezi örneği)[ Gifted Students and the Education of Gifted Students in Science and Arts Centers (Malatya Science and Arts Centers Case)], Home of Wisdom, 5(10), 151–181.
  • Kwon, S., Seo, Y., & Lee, S. (2001). Designing Woo based environment for effective learning community building. Korean Association for Educational Information and Broadcasting, 7(4), 147–170.
  • Levenberg, I., & Shaham, C. (2014). Formulation of word problems in geometry by gifted pupils. Journal for the Education of the Young Scientist and Giftedness, 2(2), 28-40.
  • McCoach, D. B., &,Siegle, D. (2003). Why try? Factors that differentiate underachieving gifted students from high achieving gifted students. Retrieved from https://files.eric.ed.gov/fulltext/ED454678.pdf
  • MoNET (2019). Milli Eğitim Bakanlığı Bilim ve Sanat Merkezleri yönergesi (Ministry of National Education Science and Art Centers directive). Retrieved from http://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
  • MoNET (2010). BİLSEM’lerde uygulanan eğitim ve programlar (Training and programs implemented in SACs). Retrieved from https://orgm.meb.gov.tr/www/bilsemlerde-uygulanan-egitim-ve-programlar/icerik/1935.
  • Okur, A., & Ozsoy, Y. (2013). Üstün zekalı öğrencilerin Türkçe dersine yönelik tutumlarının incelenmesi: Bartın Bilsem örneği (A research for the attitudes of gifted students' towards Turkish lesson: A sample of Bartın SAC). Journal of Theory and Practice in Education, 9(3), 254-264.
  • Phillips, N., & Lindsay, G. (2006) Motivation in gifted students, High Ability Studies, 17(1), 57-73. Ramsay S. G., & Richards, H. C. (1997), Cooperative learning environments: Effects on academic attitudes of gifted students. Gifted Child Quarterly, 41(4), 160-168.
  • Rinn, A. N., Plucker, J. A., & Stocking, V.B. (2010). Fostering gifted students'affective development: A look at the ımpact of academic self-concept. TEACHING Exceptional Children Plus, 6(4), 1-13.
  • Saglam, A., & Polat, I. (2020). Özel yetenekli öğrencilerin sınıf ortamındaki davranışlarına yönelik öğretmenlerin görüşleri (Teachers' views on the behavior of specially gifted students in the classroom). Iğdır IUniversity Journal Social Science, 24, 473-494.
  • Sak, U. (2010). Üstün yetenekliler eğitim programları modeli (ÜYEP) ve sosyal geçerliği [An overview and social validity of the education programs fort he talented students model (EPTS)]. Education and Science, 36(161), 213-229.
  • Schunk, D., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research and applications (3rd ed.). Upper Saddle River: Pearson.
  • Skollingsberg, G. E. (2003). A comparison of intrinsic and extrinsic classroom motivationalorientation of gifted and learning-disabled students. Roeper Review, 26(1), 53-53.
  • Streitz, R. (1922). Gifted children and provisions for them in our schools. University of Illinois Bulletin, 20(13), 2–12.
  • Strip, C.A., Hirsch, G. (2000). Helping gifted children soar: A practical guide for parents and teachers Great Potential Press.
  • Su, S. (2021). Özel yetenekli öğrencilerin tarih dersine ilişkin algı düzeylerinin metaforlarla incelenmesi (BİLSEM Örneği) [Analysis of History Perception Levels of the Gifted Students Through Metaphors]. Turkish Scientific Researches Journal, 6(2), 400-414.
  • Tanrikulu, F., & Yogurtcu, M. (2018). Özel yetenekli öğrencilerin eğitiminde masalları drama yöntemiyle işlemenin Türkçe dersine etkisi (The effect of teaching fairy tales to the gifted students through drama on Turkish lesson). International Journal of Turkish Literature, Culture and Education, 7(4), 2572-2590.
  • Tavsancil, E. (2010). Tutumların ölçülmesi ve SPSS ile veri analizi (Measuring attitudes and data analysis with SPSS). Ankara: Nobel Publishing.
  • Tomlinson, C. A., & A llan, S. D. (2000). Leadership for differentiated classroom: Responding to theneeds of all learners. Alexandria, VA: ASCD.
  • Tortop, H. S. (2014). Gifted students’ views about first stage of the education program for the gifted students’ bridge with university (EPGBU). Turkish Online Journal of Distance Education-TOJDE, 15(2), Article 5.
  • Tortop, H.S. (2015). Üstün yetenekliler üniversite köprüsü eğitim programı ÜYÜKEP modeli (EPGBU model of gifted university bridge education program). Düzce: Genç Bilge Publishing.
  • VanTassel-Baska, J. (2003). Differentiating the language arts for high ability learners K–8. ERIC Digest. VA: ERIC Clearinghouse on Disabilities and Gifted Education. Retriewed from: https://files.eric.ed.gov/fulltext/ ED474306.pdf.
  • Vogl K, Preckel F. (2014). Full-time ability grouping of gifted students: ımpacts on social self-concept and school-related attitudes. Gifted Child Quarterly, 58(1), 51-68.
  • Vu, P. (2011) Gifted studends’ profiles and their attitudes towards a gifted program: The case of Vietnam. Gifted and Talented International, 26(1-2), 81-87.
  • Weiner, I. B. (1992). Psychological disturbance in adolescence (2nd ed.). New York, NY: Wiley.
  • Wigfield, A., & Wentzel, K. R. (2007). Introduction to motivation at school: Interventions that work. Educational Psychologist, 42(4), 191–196.
  • Yetim-Karaca, S., & Turk, T. (2020). Ortaokul matematik dersi öğretim programının üstün yetenekli öğrencilerin eğitimi açısından öğretmen görüşlerine göre değerlendirilmesi (The evaluation of secondary school mathematics curriculum according to teachers' views in terms of education of gifted students). Turkish Journal of Computer and Mathematics Education, 11(1), 241-279.
  • Yildiz, G. (2010). İlköğretim 7. sınıf öğrencilerinin matematik başarıları, biliş üstü becerileri, düşünme stilleri ve matematik öz kavramları arasındaki ilişkiler (The relationships between secondary school 7th grade students' mathematics achievement, metacognitive skills, thinking styles and mathematics self-concepts). Unpublished doctorate thesis. Yıldız Teknik University, Istanbul.
  • Ysseldyke, J, Tardrew, S, Betts, J, Thill, T., & Hannigan, E (2004). Use of an ınstructional management system to enhance math ınstruction of gifted and talented students. Journal for the Education of the Gifted, 27(4), 293-310.
Toplam 56 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Özel Eğitim ve Engelli Eğitimi
Bölüm Differentiated Instruction
Yazarlar

Ergün Yurtbakan 0000-0001-8811-6320

Onur Batmaz 0000-0001-9208-2645

Erken Görünüm Tarihi 4 Temmuz 2023
Yayımlanma Tarihi 11 Temmuz 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 11 Sayı: 2 - June 2023

Kaynak Göster

APA Yurtbakan, E., & Batmaz, O. (2023). Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted. Journal for the Education of Gifted Young Scientists, 11(2), 113-123. https://doi.org/10.17478/jegys.1258298
AMA Yurtbakan E, Batmaz O. Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted. JEGYS. Temmuz 2023;11(2):113-123. doi:10.17478/jegys.1258298
Chicago Yurtbakan, Ergün, ve Onur Batmaz. “Effectiveness of the SACs Support Education Program: Motivation and Attitude towards Primary School Level Courses Designed for the Gifted”. Journal for the Education of Gifted Young Scientists 11, sy. 2 (Temmuz 2023): 113-23. https://doi.org/10.17478/jegys.1258298.
EndNote Yurtbakan E, Batmaz O (01 Temmuz 2023) Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted. Journal for the Education of Gifted Young Scientists 11 2 113–123.
IEEE E. Yurtbakan ve O. Batmaz, “Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted”, JEGYS, c. 11, sy. 2, ss. 113–123, 2023, doi: 10.17478/jegys.1258298.
ISNAD Yurtbakan, Ergün - Batmaz, Onur. “Effectiveness of the SACs Support Education Program: Motivation and Attitude towards Primary School Level Courses Designed for the Gifted”. Journal for the Education of Gifted Young Scientists 11/2 (Temmuz 2023), 113-123. https://doi.org/10.17478/jegys.1258298.
JAMA Yurtbakan E, Batmaz O. Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted. JEGYS. 2023;11:113–123.
MLA Yurtbakan, Ergün ve Onur Batmaz. “Effectiveness of the SACs Support Education Program: Motivation and Attitude towards Primary School Level Courses Designed for the Gifted”. Journal for the Education of Gifted Young Scientists, c. 11, sy. 2, 2023, ss. 113-2, doi:10.17478/jegys.1258298.
Vancouver Yurtbakan E, Batmaz O. Effectiveness of the SACs Support Education Program: Motivation and attitude towards primary school level courses designed for the gifted. JEGYS. 2023;11(2):113-2.

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