Üstün Yetenekli Öğrencilerin Eğitiminde Farklılaştırma ve Zenginleştirme Uygulamalarına İlişkin Yapılan Lisansüstü Tezlerin İncelenmesi

Abstract

Üstün yetenekli öğrenciler, özel eğitim kapsamında yer almakta, bilişsel gelişimleri akranlarından ileride olduğu için eğitimlerinde farklı uygulamalara gereksinim duymaktadır. Bu bağlamda farklılaştırma ve zenginleştirme uygulamaları üstün yetenekli öğrencilerin eğitimlerinde yaygın olarak kullanılmaktadır. Özellikle son yıllarda Türkiye’de bu konuda yapılan araştırma ve tezlerin sayısında bir artış görülmektedir. Ancak konu ile ilgili yapılan lisansüstü tezlerin ayrıntılı şekilde incelendiği bir araştırmaya rastlanmamıştır. Bu eksikliği gidermek amacıyla, bu araştırmada üstün yetenekli öğrencilerin eğitiminde farklılaştırma ve zenginleştirme uygulamalarına ilişkin Türkiye’de gerçekleştirilen 31 lisansüstü tez çalışması incelenmiştir. Tezler çalışmaların özelliklerine göre sistematik olarak incelenmiştir. Elde edilen bulgular tartışılarak ileride yapılacak uygulama ve araştırmalara ilişkin öneriler sunulmuştur.

An Investigation of Graduate Theses on Gifted Students Based on "Differentiated Instruction"

“…The findings of the study indicate that out of the 31 theses prepared in Turkey on differentiated instruction for gifted students, 25 are doctoral theses and 6 are master's theses. Kaya et al (2022) found in their research that out of the 31 theses they examined, 22 were doctoral theses and 9 were master's theses.…”

“…However, there are no studies on secondary level courses such as history, geography, literature, physics and biology. Kaya et al (2022) stated in their study that thesis studies on differentiated instruction were mostly conducted in the fields of mathematics, geometry and science, while fewer studies were conducted in the fields of social studies, Turkish, English and fine arts.…”

“…In the literature, there are studies that examined postgraduate theses on differentiated instruction without any limitation such as normal development or high level development (Kula & Karakuş, 2023;Karadağ, 2014). Kaya et al (2022) analyzed the theses on differentiation and enrichment in the field of giftedness within the framework of author, year, thesis level, purpose of the study, method, participants, and findings. However, in the the theses examined in particular, no analysis of differentiated teaching models was found.…”

A Thematic Content Analysis of Gifted and Talented Students in Science Education in Türkiye

“…The positive effects on the affective and cognitive areas of gifted students and the results that activity/module/program/scale studies developed for gifted individuals are applicable are also quite high. The training provided for gifted individuals is not sufficient (Çelik Şahin, 2021); considering that there is no special education program (Kaya, Mertol, Turhan, Araz and Uçar, 2022) due to the fact that the education of gifted students is based on recent times in Türkiye, it is a necessity as a result of developing an activity/program/scale for gifted individuals.…”

“…When the suggestions made for the gifted education program for the decision makers are examined, the majority of the suggestions are to add the modules and activities developed in the graduate theses to the curriculum. Another suggestion is to create a special education program for gifted students, as emphasized by many researchers in the literature (Çelik Şahin, 2021;Kaya, Mertol, Turhan, Araz and Uçar, 2022). In addition, among the suggestions made for the curriculum, "Increasing innovative innovation project practices", "Separate procedures in university exams", "Organizing a single and separate educational activity", "creating educational standards" were found to be original by the researchers.…”