Gifted children are a special group within the scope of the special education so it is needed to be used by a number of special techniques and teaching methods. However, most teachers do not receive any training about gifted students. This situation-teachers lack of necessary education-can cause gifted students to underachieve or quit the school. The number and variety of professional tranings on gifted students is rather limited. In the study, a teacher training program which aimed to provide teachers experience about the applications on gifted education "Teacher Training Program for Gifted Education" were presented to teachers and teacher views were gathered about the program. Therefore, in order to identify teachers' views on the strengths and limitations of the Teacher Training Program for Gifted Education" constitutes the aim of this study. The research was carried out on 71 teachers in a semi-experimental design on one single group from the experimental models. As data collection tool, a questionnaire consisting of 16 likert type and four quasi-structured in total 20 questions was used developed by the researcher. Accordingly, the participants had a positive opinion with all parts of the training; program, the qualifications of the instructors related to the field, the pedagogical qualifications of the instructors, course progress and testing/assessment. They emphasized the duration of the program and application as the limitiations of the program so they suggest longer duration, branch based training and more applications opportunity.

Internet and games can have some adverse effects if used unconsciously. Especially for gifted students, internet and games can be risky and result in addiction due to their cognitive and social characteristics. Since the game and internet addiction conduce to social problems as well. In this vein, the purpose of the study is to examine the internet and game addiction levels of gifted students and their school social behaviors in terms of gender and age variables. In addition, the relationship between computer addiction scale scores and school social behavior scale scores are also examined within the scope of the study. Descriptive correlational survey method is used in the study.The sample is comprised of 157 gifted students and 16 teachers of them. Convenient sampling was used in the study.In conclusion, internet and game addiction scores of the gifted boys in the study were higher than those of girls. On the other hand, in terms of school social behaviors, the findings showed that gifted girls achieved higher scores than boys. Additionally, it is also observed that gifted children aged 10 and over got higher scores from internet and game addiction while the School social behavior did not show a significant difference according to the age variable. As the internet and game addiction scores of the gifted children increased, their school social competence, weakened. On the other hand, it was seen that the increase in the gifted children's internet / game addiction led to an increase in their antisocial behaviors.

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Öz: Üstün zekâlı çocuklar duyarlı bir sinir sistemine sahip olmaları nedeniyle normal çocuklardan farklı birtakım özelliklere sahiptirler. Bu farklılık kendini genellikle hareketli olma, çok fazla soru sorma, tartışma eğilimi, otoriteyi sorgulama ve bağımsız davranma şeklinde göstermektedir. Bu durum özellikle okullar gibi yapılandırılmış ve tekrarlara sık yer verilen ortamlarda şiddetini daha da arttırmaktadır. Sonuçta bu farklılıklar üstün zekâlı çocukların Dikkat Eksikliği ve Hiperaktivite Bozukluğuna (DEHB) sahip şeklinde etiketlenmelerine ve yanlış tanı almalarına neden olmaktadır. Bununla birlikte üstün zekâlı olup, aynı zamanda DEHB'e sahip olan iki kere farklı çocukların olması da söz konusudur. Ülkemiz alan yazınında hem üstünlerle ilgili hem de üstün olup DEHB'e sahip çocuklarla ilgili yeterli verinin bulunmaması; bu çocukların doğru tanılanması ve yönlendirilmesi konusunda sıkıntıya neden olmaktadır. Bu araştırmada amaç üstün zekâ ve DEHB kavramlarını karmaşıklık yaratan noktalarıyla ele alarak; üstün zekâlı ve aynı zamanda DEHB'e sahip olma durumunu netleştirmek ve tanılamaların özellikle de yönlendirme ve tedavilerin doğru yapılmasına katkıda bulunmaktır. Bu sebeple DEHB, Üstün Zekâ, DEHB davranışları, Üstün davranışları ve Üstün DEHB'li davranışları mevcut literatür ışığında açıklığa kavuşturulurken; bu üç grubun akademik ve sosyal-duygusal özellikleri tartışılmış; Üstün ve DEHB'i olan iki kere farklı çocukların özellikleri ve tanı-tedavilerine yönelik çözüm önerileri üzerinde durulmuştur. Anahtar Kelimeler: Dikkat eksikliği ve hiperaktivite bozukluğu (DEHB), üstün zekâ, iki kere farklı çocuklar, üstün zekâ ve DEHB

Raising children equipped with 21st century skills is one of the primary goals of today's educational philosophy. In this context, the increase in philosophy programs for children that the main goal is to develop critical thinking skills has led to the need to examine the materials used in the programs. Along with these need, the six books published from 2006 and admitted socially examined in terms 35 critical thinking skills by Paul et. al. (1989) and his colleagues. These are the three the most published books in the philosophy book series and the three with the least number of publications. The case study method, which is one of the qualitative approaches, is used in the study. The data of the study are obtained by descriptive analysis method. It was concluded that the books examined in the Crunchy Philosophy series are resources that can achieve the goal of developing critical thinking skills.