When drawing up the educational conditions offered to gifted students, it is important to be aware of their characteristics and to reveal the variables affecting their learning processes. Even though there are institutions in many countries that provide services for gifted individuals, there are relatively few studies on how students assess the climate in these institutions and how the institutional climate influences the learning process. Therefore, we investigated the influence of motivation, talent, and creativity levels of students attending Science and Arts Centers, an educational institution in Turkey for gifted students, regarding science classes, the role of academic involvement and parent and teacher support, and the school climate as perceived by students. In this context, 997 gifted students selected through stratified sampling provided the data for the study. When parental and teacher support and school climate perceived by gifted students are considered together, this significantly predicts the students' motivation toward science, their levels of scientific creativity, and science talents. The findings of this study were examined considering the current literature, and the limitations of the study and suggestions for future research are presented.
The purpose of this study is to examine whether the Grid Model practices affect students' motivation for self-regulation. In the study, quasi-experimental research design with pre-test/post-test control group was used. This study was conducted with a total of 74 students from 4 th grade students in different primary schools in Amasya. Motivated Strategies for Learning Questionnaire was used as data collection tool. The obtained data was analyzed in the SPSS program and parametric tests were used in the analysis of the data. According to the findings obtained, there was a significant difference in favor of the experimental group among the students' post-test scores of internal goal orientations, task values and self-efficacy perceptions at public schools. As a result of the research, the Grid Model has provided that the students with low socio-economic level have increased their motivation towards self-regulation and the students with high socio-economic level have continued their high motivation levels. In the future studies, it can be seen whether the Grid Model-based applications have an effect on the behavioral, contextual and cognitive regulation dimensions of the students.
The purpose of this study is to determine the fundamental problems of science gifted teachers (SG/Ts) who teach Turkish gifted children (G/C) and compare it with the international milieu. Turkish G/C are taught in different educational contexts named "Science and Art Centers" (SACs) in which better opportunities are presented for them. In this project, field observations were done at three of the SACs in Turkey -in Bayburt, Sinop and Trabzon -and, semi-structured interviews were conducted with each of ten SG/Ts who work in these centers by one of the researchers. Data analysis showed that SG/Ts do not perceive their duties holistically and feel the need help with measurement and assessment techniques, modern learning theories, plan and implementation of a research project, questioning techniques and using laboratory-based methods for G/C. Moving from the research data, it is suggested that in service education courses, which include the above issues should be organized for the SG/Ts and they should be encouraged to use an action research approach in teaching G/C in SACs. ResumenEl propósito de este estudio es determinar los problemas fundamentales de los maestros de ciencia de niños bien dotados (SG/Ts) que son los encargados de enseñar a los niños dotados turcos (G/C) y los compara con el entorno internacional. Se enseña a los G/C turcos en contextos educativos específicos denominados "Centros de Ciencia y Arte" (SACs) en los que se favorecen las mejores oportunidades para ellos. Se realizaron observaciones del campo en tres de las SACs de Turquía -en Bayburt, Sinop y Trabzon -y se llevaron a cabo entrevistas semiestructuradas con cada uno de los diez SG/Ts que trabajan en estos centros. El análisis de los datos mostró que esos SG/Ts no perciben sus obligaciones holísticamente y sienten la necesidad de ayudar con técnicas medición y de evaluación, teorías de aprendizaje modernas, planificación y aplicación de proyectos de investigación, cuestionando técnicas y usando métodos basados en las investigación de laboratorio para los G/C. A partir de los datos de la investigación se sugiere que deberían organizarse cursos de formación en los centros que incluyan los problemas anteriores para los SG/Ts y que hay que animarles a que adopten un acercamiento de investigación acción para la enseñanza de los G/C en los SACs.
-The purpose of this research is to improve 'Environmental Literacy Scale' related to the components of environmental literacy for secondary school students. In this research, survey model is used. In order to specify the validity and reliability of the tests and scales, pilot scheme are done with 258 secondary school students. As a result of the pilot scheme, "Enviromental Knowledge Test" (EKT) consists of 19 multiple choice questions, "Enviromental Affect Scale" (EAS) consists of 15 questions in type of five point likert scale, Cronbach Alpha (α) for item discrimination, item difficulty index and affect and behaviour scales, coder reliability for internal coefficient of consistence and interview form. As a result of the validity and reliability studies, it is seen that "Environmental Literacy Scale" is valid and reliable.
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