ÖzetBu çalışmanın amacı Türkiye`de 2007-2011 yılları arasında "Eğitim Programları ve Öğretim" (EPÖ) alanın-da yayınlanmış makalelerin incelenerek alandaki araştırma eğilimlerinin belirlenmesidir. Bu temel amaç doğrultusunda, makaleler yayınlandığı yıl, yazar sayısı, yöntemi, veri toplama araçları, örneklem özellikle-ri, veri analiz teknikleri, konu alanları ve konuları açısından değerlendirilmiştir. Makaleler betimsel yaklaşım çerçevesinde doküman incelemesi yapılarak incelenmiş ve her bir makale "Makale Sınıflama Formu" kullanılarak betimsel ve içerik analizine tabi tutulmuştur. Çalışmada ULAKBİM Ulusal Sosyal ve Beşeri Bilimler Veri Tabanında taranan ve EPÖ alanında yayın yapan 24 dergi analiz kapsamına alınmış olup, ça-lışma 2007-2011 yılları ile sınırlandırılmıştır. Araştırma sonuçlarına göre makalelerin büyük çoğunluğunun tek ya da iki yazarlı olduğu, nicel çalışmalar olduğu, betimsel tarama türünde olduğu, makalelerde çoğun-lukla anket ya da likert tipi ölçeklerin kullanıldığı, lisans öğrencileriyle çalışıldığı ve t-testi ve varyans analizi istatistiklerinin kullanıldığı belirlenmiştir. Ayrıca incelenen makalelerin yarıdan fazlasının öğrenme, öğretme, öğrenci-öğretmen özellikleri, öğretmen yetiştirme ve program değerlendirme konu alanlarında yapıldığı sonucuna ulaşılmıştır.Anahtar Kelimeler: Eğitim programları ve öğretim, araştırma eğilimleri, bilimsel araştırma, içerik analizi Research Trends in Curriculum and Instruction AbstractThe purpose of this study is to find out research trends in the field of "Curriculum and Instruction" (CI) in Turkey by exploring the articles that were published between 2007 and 2011. For the purpose, articles were evaluated in terms of their publishing dates, number of authors, methods, data collection procedures, sample characteristics, data analysis techniques, subject areas and their topics. The articles were explored by investigating the documents within the framework of descriptive approach and research trends in the field of CI were attempted to be described. In the study, 24 journals that are published in the field of CI, which are all included in the ULAKBIM Database, were covered in the study. According to results it was determined that the majority of the articles were written either by a single author or two authors, used quantitative research method, descriptive studies, used questionnaires and likert type scale, studied with graduate students and used t-test and variance analysis.

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Introduction: It can be claimed that mathematical modeling, which is a key concept in terms of creating original projects with the developed models, is important in the education of gifted youth. Determining their modeling competencies and identifying the stages that they need to develop will provide essential data in terms of deciding on what kind of educational practices and program differentiation will be carried out. The study aims to develop a scale for mathematical modeling competencies and to determine its psychometric properties.Method: This is a descriptive study which was carried out with the participation of gifted students in two different groups. Exploratory factor analysis (EFA) was performed on the data obtained from 301 participants in the first group, and confirmatory factor analysis (CFA) was performed on the data obtained from 185 participants in the second group.Findings: The scale includes items to be rated on a level of agreement including “Strongly agree”, “Agree”, “Moderately agree”, “Disagree” and “Strongly disagree”, and there are no items that need reverse coding. The sub-factors of the scale were determined as ‘identifying the real-life problem’, ‘understanding and simplifying the problem’, ‘mathematizing’, ‘working mathematically’ and ‘interpretation and validation’. Cronbach's alpha internal consistency coefficients were calculated as 0.958 for the scale and .811, .900, .883, .820 and .927 for the sub-factors, respectively. Fit indices of the scale (χ2 / df = 2.00, GFI = .90, RMSEA = .075, SRMR = .063, IFI = .97, NNFI = .97, CFI = .97, NFI = .94, PNFI = .86) determined.Discussion: The developed scale is a 5-point Likert-type scale and there are no items that need to be reverse coded. According to the findings obtained from the analysis, it was concluded that the 31-item scale with a 5-factor structure is a valid and reliable scale. As a result of the research, it was concluded that the 31-item scale with a five-factor structure had sufficient psychometric properties to be used in future studies. The scale helps to measure both as a whole in the modeling process and partially in its stages. In this context, the scale developed within the scope of this research can be used for determining the stages that students are best at and those that require improvement.

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