Üstün Yetenekli Öğrencilere Okuma Becerilerinin Kazandırılması Açısından Türkçe Öğretim Programı ve BİLSEM Modülünün İncelenmesi
Yıl 2025,
Cilt: 14 Sayı: 1, 250 - 262, 28.03.2025
Ahmet Kurnaz
Öz
Bu çalışmada, üstün yetenekli öğrenciler için Türkçe Öğretim Programı'nın ihtiyaç analizi yapılmıştır. Araştırmanın amacı, bu programın genel amaçlarını, içeriğini, kazandırılması hedeflenen becerileri ve okuduğunu anlama stratejilerini belirlemektir. Nitel araştırma yöntemi kullanılarak, BİLSEM’de görev yapan 42 Türkçe öğretmeni ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veri toplama araçları olarak "Okuma Becerileri İhtiyaç Analizi Görüşme Formu" ve "Maker Banks Değerlendirme Cetveli" kullanılmıştır. Görüşmeler sonucunda, öğretmenlerin programın etkili iletişim, eleştirel düşünme ve yaratıcı düşünme becerilerini geliştirmeye yönelik güçlü bir yapı sunduğunu belirttikleri görülmüştür. Ancak, programın içerik çeşitliliği ve öğretim yöntemlerinin zenginleştirilmesi gerektiği vurgulanmıştır. Öğretmenler, okuma materyallerinin güncel ve merak uyandırıcı olmasının yanı sıra, öğrencilerin bireysel öğrenme ihtiyaçlarına uygun olarak daha fazla esneklik sağlanması gerektiğini önermektedir. Bu bağlamda, eğitim programlarının geliştirilmesi, üstün yetenekli öğrencilerin potansiyellerini en üst düzeye çıkarmalarına yardımcı olacaktır.
Etik Beyan
Yapılan bu çalışmada bilimsel, etik ve alıntı kurallarına uyulduğu; toplanan veriler üzerinde herhangi bir tahrifatın yapılmadığı, karşılaşılacak tüm etik ihlallerde “Cumhuriyet Uluslararası Eğitim Dergisi ve Editörünün” hiçbir sorumluluğunun olmadığı, tüm sorumluluğun Sorumlu Yazara ait olduğu ve bu çalışmanın herhangi başka bir akademik yayın ortamına değerlendirme için gönderilmemiş olduğunu taahüt ederim
Teşekkür
Emeği geçen herkese, koordinasyonu için sayın editöre teşekkür ederim.
Kaynakça
- Başol, G. (2014). Ölçek geliştirme çalışmalarının içerik analizive metodolojik değerlendirmesi. Türkiye örneklemi öğrencilerin akademik başarıları üzerindeki etkisi [Sözlü bildiri]. 6. Uluslararası Eğitim Araştırmaları Kongresi, Ankara.
- Bui, S. A., Craig, S. G., & Imberman, S. A. (2014). Is gifted education a bright idea? Assessing the impact of gifted and talented programs on students. American Economic Journal: Economic Policy, 6(3), 30-62.
- Card, D., & Giuliano, L. (2016). Universal screening increases the representation of low-income and minority students in gifted education. Proceedings of the National Academy of Sciences, 113(48), 13678-13683.
- Cross, T. L., & Coleman, L. J. (2014). School-based conception of giftedness. Journal for the Education of the Gifted, 37(1), 94-103.
- Csikszentmihalyi, M. (2014). Applications of flow in human development and education (pp. 153-172). Dordrecht: Springer.
- Dai, D. Y. (2013). Gifted children and gifted education: A handbook for teachers and parents. Corwin Press.
- Dai, D. Y., & Feldhusen, J. F. (1999). A validation study of the thinking styles inventory: Implications for gifted education. Roeper Review, 21(4), 302-307.
- Davis, J. L. (2022). Bright, talented, and Black: A guide for families of Black gifted learners. SCB Distributors.
- Demir, E., & Pilav, S. (2023). Okuma Çemberi Yönteminin Öğrencilerin Okuma Tutumlarına ve Eleştirel Okuma Becerisine Etkisi. Ana Dili Eğitimi Dergisi, 11(4), 825-838.
- Gallagher, J. J. (2000). Unthinkable thoughts: Education of gifted students. Gifted Child Quarterly, 44(1), 5-12.
- Gallagher, J. J. (2004). No child left behind and gifted education. Roeper Review, 26(3), 121-123.
- Gentry, M. (2006). No child left behind: Neglecting excellence. Roeper Review, 29(1), 24-27.
- Gentry, M. L. (1999). Promoting Student Achievement and Exemplary Classroom Practices through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms.
- Gentry, M., & Ferriss, S. (1999). StATS: A model of collaboration to develop science talent among rural students. Roeper Review, 21(4), 316-320.
- Gentry, M., & Ferriss, S. (1999). StATS: A model of collaboration to develop science talent among rural students. Roeper Review, 21(4), 316-320.
- Horak, A. K., & Galluzzo, G. R. (2017). Gifted middle school students’ achievement and perceptions of science classroom quality during problem-based learning. Journal of Advanced Academics, 28(1), 28-50.
- Kelemen, G. (2010). A personalized model design for gifted children’education. Procedia-Social and Behavioral Sciences, 2(2), 3981-3987.
- Kenney, J. (2013). Fostering Critical Thinking Skills: Strategies for Use with Intermediate Gifted Readers. Illinois Reading Council Journal, 41(2).
- Kurnaz, A. (2019). Eleştirel düşünme öğretimi etkinlikleri planlama uygulama ve değerlendirme. Eğitim Yayınevi.
- Maker, C. J., & Banks, J. A. (2010). Gifted education in the 21st century: A model for differentiation. In C. J. Maker & J. A. Banks (Eds.), Gifted education: A comprehensive guide to the field (pp. 1-20). Prufrock Press.
- Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Pro-Ed.
- Miedijensky, S., & Tal, T. (2016). Reflection and assessment for learning in science enrichment courses for the gifted. Studies in Educational Evaluation, 50, 1-13.
- Millî Eğitim Bakanlığı [MEB]. (2020). Türkçe dersi öğretim programı (5-8. sınıf). Temel Eğitim Genel Müdürlüğü.
- Reis, S. M. (2008). Research that supports the need for and benefits of gifted education. The National Association for Gifted Children: The University of Connecticut. https://wvde. state. wv. us/osp/Gifted-Research-Support-GTSallyReis. pdf Accessed on, 20, 2015.
- Reis, S. M., & Boeve, H. (2009). How academically gifted elementary, urban students respond to challenge in an enriched, differentiated reading program. Journal for the Education of the Gifted, 33(2), 203-240. https://doi.org/10.1177/016235320903300204
- Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go?. Gifted child quarterly, 44(3), 152-170. https://doi.org/10.1177/001698620004400302
- Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130. https://doi.org/10.1002/pits.10144
- Reis, S. M., Sullivan, E. E., & Renzulli, S. J. (2021). Characteristics of gifted learners: Varied, diverse, and complex. In Methods and Materials for teaching the gifted (pp. 69-103). Routledge.
- Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan.
- Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan.
- Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. R. J. Sternberg (Ed.), Handbook of creativity içinde (ss. 395-419). Cambridge University Press.
- Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted child quarterly, 56(3), 150-159.
- Renzulli, J. S., & Gaesser, A. H. (2015). Monograph for Critical Issues in Gifted Ed & Talent Development A Multi Criteria System For the Identification of High Achieving and Creative/Productive Giftedness. Full-text Article.
- Renzulli, J. S., & Reis S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence. Creative Learning Center.
- Renzulli, J. S., & Reis, S. M. (2014). The schoolwide enrichment model: A how-to guide for educational excellence. Prufrock Press.
- Scruggs, T. E., & Cohn, S. J. (1983). Learning characteristics of verbally gifted students. Gifted Child Quarterly, 27(4), 169-172.
- Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological science in the public interest, 12(1), 3-54.
- Trezise, R. L. (1978). What about a reading program for the gifted?. The Reading Teacher, 31(7), 742-747.
- Tunnell, M. O., Calder, J. E., Justen, J. E., & Phaup, E. S. (1991). Attitudes of young readers. Reading Improvement, 28(4), 237.
- Wellisch, M., & Brown, J. (2013). Many faces of a gifted personality: Characteristics along a complex gifted spectrum. Talent Development & Excellence, 5(2), 43-58.
- Wynn, K. (1990). Children's understanding of counting. Cognition, 36(2), 155-193.
- Yeşilyurt, E. (2020). Yaratıcılık ve yaratıcı düşünme: Tüm boyut ve paydaşlarıyla kapsayıcı bir derleme çalışması. OPUS International Journal of Society Researches, 15(25), 3874-3915. https://doi.org/10.26466/opus.662721
- Yıldırım, H. İ., & Şensoy, Ö. (2011). İlköğretim 7. Sınıf öğrencilerinin eleştirel düşünme eğilimi üzerine eleştirel düşünme becerilerini temel alan fen öğretiminin etkisi. Kastamonu Education Journal, 19(2), 523-540.Oflaz, G. (2010). Geometrik düşünme seviyeleri ve zekâ alanları arasındaki ilişki [Yayımlanmamış yüksek lisans tezi]. Sivas Cumhuriyet Üniversitesi.
Investigation of the Turkish Teaching Program and BİLSEM Module in Terms of Developing Reading Skills for Gifted
Yıl 2025,
Cilt: 14 Sayı: 1, 250 - 262, 28.03.2025
Ahmet Kurnaz
Öz
This study conducted a needs analysis of the Turkish Teaching Program for gifted students. The aim of the research is to identify the program's general objectives, content, targeted skills, and reading comprehension strategies. Using a qualitative research method, semi-structured interviews were conducted with 42 Turkish teachers working in BİLSEM. The data collection tools included the "Reading Skills Needs Analysis Interview Form" and the "Maker Banks Evaluation Scale." The results of the interviews indicated that teachers found the program to provide a strong framework for developing effective communication, critical thinking, and creative thinking skills. However, it was emphasized that the diversity of content and the enrichment of teaching methods need improvement. Teachers suggested that reading materials should be current and engaging, and that more flexibility should be provided to meet individual learning needs of students. In this context, the development of educational programs will help maximize the potential of gifted students.
Kaynakça
- Başol, G. (2014). Ölçek geliştirme çalışmalarının içerik analizive metodolojik değerlendirmesi. Türkiye örneklemi öğrencilerin akademik başarıları üzerindeki etkisi [Sözlü bildiri]. 6. Uluslararası Eğitim Araştırmaları Kongresi, Ankara.
- Bui, S. A., Craig, S. G., & Imberman, S. A. (2014). Is gifted education a bright idea? Assessing the impact of gifted and talented programs on students. American Economic Journal: Economic Policy, 6(3), 30-62.
- Card, D., & Giuliano, L. (2016). Universal screening increases the representation of low-income and minority students in gifted education. Proceedings of the National Academy of Sciences, 113(48), 13678-13683.
- Cross, T. L., & Coleman, L. J. (2014). School-based conception of giftedness. Journal for the Education of the Gifted, 37(1), 94-103.
- Csikszentmihalyi, M. (2014). Applications of flow in human development and education (pp. 153-172). Dordrecht: Springer.
- Dai, D. Y. (2013). Gifted children and gifted education: A handbook for teachers and parents. Corwin Press.
- Dai, D. Y., & Feldhusen, J. F. (1999). A validation study of the thinking styles inventory: Implications for gifted education. Roeper Review, 21(4), 302-307.
- Davis, J. L. (2022). Bright, talented, and Black: A guide for families of Black gifted learners. SCB Distributors.
- Demir, E., & Pilav, S. (2023). Okuma Çemberi Yönteminin Öğrencilerin Okuma Tutumlarına ve Eleştirel Okuma Becerisine Etkisi. Ana Dili Eğitimi Dergisi, 11(4), 825-838.
- Gallagher, J. J. (2000). Unthinkable thoughts: Education of gifted students. Gifted Child Quarterly, 44(1), 5-12.
- Gallagher, J. J. (2004). No child left behind and gifted education. Roeper Review, 26(3), 121-123.
- Gentry, M. (2006). No child left behind: Neglecting excellence. Roeper Review, 29(1), 24-27.
- Gentry, M. L. (1999). Promoting Student Achievement and Exemplary Classroom Practices through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms.
- Gentry, M., & Ferriss, S. (1999). StATS: A model of collaboration to develop science talent among rural students. Roeper Review, 21(4), 316-320.
- Gentry, M., & Ferriss, S. (1999). StATS: A model of collaboration to develop science talent among rural students. Roeper Review, 21(4), 316-320.
- Horak, A. K., & Galluzzo, G. R. (2017). Gifted middle school students’ achievement and perceptions of science classroom quality during problem-based learning. Journal of Advanced Academics, 28(1), 28-50.
- Kelemen, G. (2010). A personalized model design for gifted children’education. Procedia-Social and Behavioral Sciences, 2(2), 3981-3987.
- Kenney, J. (2013). Fostering Critical Thinking Skills: Strategies for Use with Intermediate Gifted Readers. Illinois Reading Council Journal, 41(2).
- Kurnaz, A. (2019). Eleştirel düşünme öğretimi etkinlikleri planlama uygulama ve değerlendirme. Eğitim Yayınevi.
- Maker, C. J., & Banks, J. A. (2010). Gifted education in the 21st century: A model for differentiation. In C. J. Maker & J. A. Banks (Eds.), Gifted education: A comprehensive guide to the field (pp. 1-20). Prufrock Press.
- Maker, C. J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3rd ed.). Pro-Ed.
- Miedijensky, S., & Tal, T. (2016). Reflection and assessment for learning in science enrichment courses for the gifted. Studies in Educational Evaluation, 50, 1-13.
- Millî Eğitim Bakanlığı [MEB]. (2020). Türkçe dersi öğretim programı (5-8. sınıf). Temel Eğitim Genel Müdürlüğü.
- Reis, S. M. (2008). Research that supports the need for and benefits of gifted education. The National Association for Gifted Children: The University of Connecticut. https://wvde. state. wv. us/osp/Gifted-Research-Support-GTSallyReis. pdf Accessed on, 20, 2015.
- Reis, S. M., & Boeve, H. (2009). How academically gifted elementary, urban students respond to challenge in an enriched, differentiated reading program. Journal for the Education of the Gifted, 33(2), 203-240. https://doi.org/10.1177/016235320903300204
- Reis, S. M., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go?. Gifted child quarterly, 44(3), 152-170. https://doi.org/10.1177/001698620004400302
- Reis, S. M., & Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130. https://doi.org/10.1002/pits.10144
- Reis, S. M., Sullivan, E. E., & Renzulli, S. J. (2021). Characteristics of gifted learners: Varied, diverse, and complex. In Methods and Materials for teaching the gifted (pp. 69-103). Routledge.
- Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan.
- Renzulli, J. S. (1978). What makes giftedness? Re-examining a definition. Phi Delta Kappan.
- Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. R. J. Sternberg (Ed.), Handbook of creativity içinde (ss. 395-419). Cambridge University Press.
- Renzulli, J. S. (2012). Reexamining the role of gifted education and talent development for the 21st century: A four-part theoretical approach. Gifted child quarterly, 56(3), 150-159.
- Renzulli, J. S., & Gaesser, A. H. (2015). Monograph for Critical Issues in Gifted Ed & Talent Development A Multi Criteria System For the Identification of High Achieving and Creative/Productive Giftedness. Full-text Article.
- Renzulli, J. S., & Reis S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence. Creative Learning Center.
- Renzulli, J. S., & Reis, S. M. (2014). The schoolwide enrichment model: A how-to guide for educational excellence. Prufrock Press.
- Scruggs, T. E., & Cohn, S. J. (1983). Learning characteristics of verbally gifted students. Gifted Child Quarterly, 27(4), 169-172.
- Subotnik, R. F., Olszewski-Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological science in the public interest, 12(1), 3-54.
- Trezise, R. L. (1978). What about a reading program for the gifted?. The Reading Teacher, 31(7), 742-747.
- Tunnell, M. O., Calder, J. E., Justen, J. E., & Phaup, E. S. (1991). Attitudes of young readers. Reading Improvement, 28(4), 237.
- Wellisch, M., & Brown, J. (2013). Many faces of a gifted personality: Characteristics along a complex gifted spectrum. Talent Development & Excellence, 5(2), 43-58.
- Wynn, K. (1990). Children's understanding of counting. Cognition, 36(2), 155-193.
- Yeşilyurt, E. (2020). Yaratıcılık ve yaratıcı düşünme: Tüm boyut ve paydaşlarıyla kapsayıcı bir derleme çalışması. OPUS International Journal of Society Researches, 15(25), 3874-3915. https://doi.org/10.26466/opus.662721
- Yıldırım, H. İ., & Şensoy, Ö. (2011). İlköğretim 7. Sınıf öğrencilerinin eleştirel düşünme eğilimi üzerine eleştirel düşünme becerilerini temel alan fen öğretiminin etkisi. Kastamonu Education Journal, 19(2), 523-540.Oflaz, G. (2010). Geometrik düşünme seviyeleri ve zekâ alanları arasındaki ilişki [Yayımlanmamış yüksek lisans tezi]. Sivas Cumhuriyet Üniversitesi.