Muhammet Davut Gül

This study investigated the mediating role of nomophobia in the impact of executive function on problem-solving skills among a sample of Turkish gifted middle school students. This study employed a quantitative, non-experimental design using a relational screening model. For this study, data were collected in August 2024 at Science and Art Centers using a random sampling method. 284 gifted students were surveyed using the Executive Function Scale, the Reflective Problem-Solving Scale, and the Nomophobia Scale. A mediation analysis was employed using SPSS. The results revealed a significant relationship between executive function and nomophobia, with specific components of executive function (stimulus control, impulse regulation, working memory storage) showing a positive association with nomophobia, while others (retrieval, cognitive flexibility, behavior regulation) were negatively related. A negative correlation between nomophobia and problem-solving skills was also found, indicating that nomophobia impairs cognitive processes essential for problem solving. The study further revealed a positive link between executive function and problem-solving abilities, emphasizing its importance in cognitive tasks. Importantly, nomophobia was identified as a mediator in the relationship between executive function and problem solving, indicating that anxiety related to nomophobia diminishes both executive function and problem-solving performance. In total, 74% of the variance in problem solving is explained by executive functions and nomophobia. The findings underscore the need for interventions aimed at enhancing executive function and mitigating nomophobia, which could lead to improved problem-solving skills in gifted students. The study concludes by discussing its limitations and offers suggestions for future research, including the necessity for longitudinal studies.

This meta-analysis aims to study research on enrichment programs for gifted students and synthesize the effects on cognitive and affective skills reported by studies conducted between 2014–2024 years. During the screening process, the focus was on quantitative studies published between 2014 and 2024 that explored the influence of enrichment programs (ER) on cognitive and affective abilities of gifted students. Searches were carried out in Web of Science and Scopus databases for publications in English. The researchers examined publication bias by analysing data using various methods, including the funnel plot, Begg’s test, Egger’s test, and trim-and-fill test. Additionally, the researchers utilized Classic fail-safe N and Orwin’s fail-safe N values for further analysis. Hedges’s g was used to report the magnitude or strength of the standardized mean differences between groups in a study as effect size, since it provides effect size for smaller sample sizes. A total of 16 publications included in this meta-analysis, and results demonstrated that enrichment programs had a large effect on cognitive skills (g = 1.14, 95% CI [.83, 1.45], under random-effect model), a medium effect on affective personal skills (g = .51, 95% CI [.30,.73], under random-effect model), and small impact on affective social skills (g = .44, 95% CI [.23,.66], under random-effect model). This review underscores nuanced findings focusing on sub-domains of achievement, higher-order thinking, and personal and social-affective skills. The overall results implied that enrichment programs play a significant role in fulfilling both the cognitive and non-cognitive needs of gifted students.

This study aimed to explore the representation of twice-exceptional individual (2e), who demonstrate both giftedness and autism spectrum disorder, in a TV series called Dönence (Exceptional). The series Dönence, which was broadcasted in Israel (as Exceptional) and adapted into Turkish in 14 episodes. Studying this diverse and under-investigated population is crucial for gaining insight into their distinct characteristics and multifaceted needs across different domains. 14 episodes featuring 2e individual were analyzed in depth. The analysis yielded 24 codes that were grouped into four themes, each with two subcategories reflecting strengths or weaknesses of 2e individual. In the codes corresponding to the superior character domains, cognitive strengths are more prevalent compared to behavioral weaknesses. Regarding personality traits, strengths are highlighted more prominently than weaknesses, with socio-emotional strengths and weaknesses showing similar frequencies. The series also highlighted the educational and familial issues that 2e individual encountered. The study's findings highlight the importance of creating a supportive social environment, encouraging 2e students to express their emotions, offering adult guidance, and fostering a family atmosphere that nurtures their talents to help them navigate the challenges they face.

Gifted students gain the right to receive education outside of school at the Science and Art Centers (SACs) affiliated with the Ministry of National Education and begin to receive education in these institutions in Turkiye. However, after a while, it is seen that gifted students drop out of SACs. The purpose of this research is to examine the reasons why gifted students drop out of SACs. For this purpose, the study group consists of 26 primary and upper-secondary school students who were entitled to SACs in the Black Sea region, attended for at least one year and then dropped out. The study group was formed by criterion sampling. A semi-structured interview form consisting of four questions, one about demographic characteristics and three about opinions, prepared by taking expert opinion, was used as the data collection tool in the study. The obtained data were subjected to content analysis. Depending on the data obtained, student opinions were analyzed under three themes within the perspective of self-determination theory. Regarding SACs dropout, codes have been formed as differentiated education, teacher competency, deep learning, school time, compulsory attendance, and design SACs completely like a school. Keywords: gifted students, dropout, reasons, science and art center, self-determination theory.

Gifted students have varying learning characteristics and learning needs. In this respect, adapted support to their skills and learning characteristics during academic activities plays a key role in engaging in learning activities and achieving learning goals. Accordingly, this study focuses on teachers' support of adaptivity competencies during microteaching from the perspective of both gifted and nongifted students. To this end, a descriptive comparative method was adopted, and gifted (n=124) and non-gifted (n=205) students joined the study. An adapted version of the Questionnaire on Teachers’ Support Adaptivity was employed for collecting data. Data were quantitatively analysed including MANOVA and ANOVA. The results revealed that both groups perceived the support they received from teachers as slightly above and below average, meaning that teachers were not competent. In deep analysis, results indicated a significant difference between the two groups, but no difference between girls and boys. That is, gifted students are more disadvantaged than nongifted students since their teachers lack strategies in adapting their support to meet the different academic needs of their students. This study recommends that teachers need pre-service or in-service training to offer quality and appropriate support for gifted students, which is crucial in achieving learning goals.

Özel yetenekli öğrenciler, bilişsel ve duyuşsal alanlarda akranlarından farklılaştıklarından öğretim ihtiyaçları karşılanırken farklı uygulamalar kullanılmaktadır. Zenginleştirme de bu uygulamalardan birisidir. Bu programların uygulanmasında öğretmenler önemli bir rol oynadığından bu çalışmanın amacı özel yetenek kararı olan öğrencilerin eğitim süreçlerinde kullanılan zenginleştirme uygulamalarına ilişkin ortaokul branş öğretmenlerinin görüşlerinin incelenmesidir. Araştırmada, nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Çalışma grubu, amaçlı örnekleme yöntemlerinden ölçüt örnekleme ile oluşturulmuştur. Araştırmada veri toplama aracı olarak uzman görüşü alınarak hazırlanan biri demografik özellikler ve dördü görüşlerle ilgili beş sorudan oluşan yarı yapılandırılmış görüşme formu kullanılırken; elde edilen veriler içerik analizine tutulmuştur. Araştırmada Orta Karadeniz bölgesindeki bir ilde 3 ortaokulda görev yapan ve sınıfında “özel yetenek kararı” verilmiş öğrencisi bulunan 24 Türkçe-Matematik-Fen Bilimleri ve Sosyal Bilimler öğretmeninin, özel yetenek tanılı öğrencilerin eğitim süreçlerinde zenginleştirme uygulamalarına ilişkin görüşleri incelenmiştir. Elde edilen verilere bağlı olarak öğretmen görüşleri yetkinlik düzeyleri, uygulamada zorluklar ve hizmetiçi eğitim ihtiyacı olarak üç tema altında analiz edilmiştir. Branş öğretmenlerinin zenginleştirme uygulamalarına dair kendilerini çok yetkin görmedikleri, özel yetenekli öğrencilerin eğitim sürecinde zenginleştirme uygulamalarında hazırlama ve uygulayamamalarının ne gibi problemlere yol açtıklarının farkında oldukları ve zenginleştirme uygulamalarına dair daha fazla hizmet içi eğitime ihtiyaçları oldukları sonuçlarına ulaşılmıştır.

Dijital öğrenme süreçleri ve uygulamaları günümüzde eğitimin önemli bir unsurudur ve bu durum özel yetenekli öğrencilerin eğimi ve yetenek gelişimi içinde geçerlidir. Dijital öğrenme tecrübeleri öğrencilere ve öğretmenlere, geneleksel öğrenme ortamında bulunmayan rol ve yetkinlikler sağlamıştır. Ancak bu öğrenme sürecinin iyi tasarlanması ve kullanılan uygulama ve teknolojilerin öğrenme amaçlarının gerçekleşmesine katkıda bulunacak şekilde kullanılması gerekir. Bu çalışma, özel yetenekli öğrencilerin eğitimlerinde ve yetenek gelişimlerinin desteklenmesinde dijital öğrenme süreçleri ve teknolojilerinin kullanımını incelemektedir. Durum çalışması yöntemiyle gerçekleştirilen bu araştırmada, üç farklı fen bilgisi öğretmeninin işledikleri ders kaydı izlenmiş ve dijital öğrenme araçlarının analitik, yaratıcı ve pratik beceriler üzerine etkisi tartışılmıştır. İncelemeler sonucunda, derslerde kullanılan dijital teknolojilerin analitik becerileri destekleyecek nitelikte kullanıldığı görülürken, yaratıcı ve pratik becerilerin geliştirilmesi için etkili kullanılamadığı gözlemlenmiştir. Ayrıca, öğretmenlerin dijital öğrenme süreçlerini tasarlama becerilerinde yetersizlikler tespit edilmiştir. Bu durum, dijital öğrenme teknolojilerinin etkin bir şekilde kullanılmasını engellemekte ve öğrencilerin potansiyellerini tam anlamıyla gerçekleştirmelerini zorlaştırmaktadır. Çalışma, öğretmenlerin dijital eğitim araçlarını daha etkili kullanabilmeleri için eğitim ve destek almalarının gerekliliğine vurgu yapmakta ve öneriler sunmaktadır.

This study examines the impact of participation in AR integrated enrichment (GIFTLED Method) workshops and classroom implementations on teachers’ competencies in differentiation practices and the use of Instructional Technologies (IT) in the STEAM education of gifted students. Focusing on the development of teachers’ Gifted Technological Pedagogical Content Knowledge (GTPACK), the research analyzes the progression of teachers’ abilities to tailor curriculum elements such as content, process, environment, and equipment, incorporating both hardware and software tools. Data were gathered through pre- and post-interviews and field notes to assess changes in teachers’ concpetions, competencies, and strategies in differentiation. Data was analysed with MAXQDA that helped to demonstrate qualitatively and quantitatively. Results indicate a significant improvement in teachers’ confidence and ability to integrate IT into their instruction, allowing for more personalized and creative learning experiences for gifted students. However, findings also reveal that teachers require ongoing professional development to address gaps in their GTPACK competency. The study highlights the importance of sustained support and structured training in fostering effective use of IT in differentiated instruction for gifted students, with implications for advancing gifted education practices.

This qualitative study explores the role of teachers' technological self-efficacy in integrating advanced tools, such as augmented reality (AR) and digital design software, into their instructional practices for gifted students. Through semi-structured interviews and classroom observations of three science teachers at a Science and Arts Center (SAC) in southeastern Turkey, the study examines the intersection of self-efficacy, technological pedagogical content knowledge (TPCK), and gifted education. This study employed a qualitative research design, specifically utilizing a case study approach. Thematic analysis revealed five key themes: (1) Technology Integration, highlighting the use of AR and digital tools to enrich learning experiences; (2) Impact on Learning, showing how technology increases student engagement and retention; (3) Teachers' Technological Self-Efficacy, demonstrating that teachers with higher self-efficacy were more confident in using and experimenting with technology; (4) Differentiated Instruction, emphasizing the role of technology in tailoring learning experiences for gifted students; and (5) Barriers and Challenges, identifying obstacles such as limited resources and insufficient professional development. The findings suggest that while technology has significant potential to enhance gifted education, there is a pressing need for ongoing training and institutional support to address barriers and strengthen teachers' technological competencies. The study provides practical recommendations for improving technology integration in education and advancing teachers' technological self-efficacy.