Ă–YE602 - RESEARCH and LITERATURE ANALYSIS IN GIFTED EDUCATI
| Course Name | Code | Semester | Theory (hours/week) |
Application (hours/week) |
Credit | ECTS |
|---|---|---|---|---|---|---|
| RESEARCH and LITERATURE ANALYSIS IN GIFTED EDUCATI | Ă–YE602 | 2nd Semester | 3 | 0 | 3 | 7 |
| Prequisites | None | |||||
| Course language | Turkish | |||||
| Course type | Must | |||||
| Mode of Delivery | Face-to-Face | |||||
| Learning and teaching strategies | Lecture Discussion Question and Answer Team/Group Work Role Play Problem Solving Brain Storming Project Design/Management | |||||
| Instructor (s) | Instructor | |||||
| Course objective | To make students acquainted about gifted education research and to analyze them in terms of importance for gifted education | |||||
| Learning outcomes |
| |||||
| Course Content | Characteristics of gifted students, definitions of giftedness, identification of gifted students, teaching methods to gifted students, technology use in gifted education, evaluation in gifted education, educational models of gifted education, current problems of gifted education | |||||
| References | Colangelo, N., & Davis, G. A. (2002). Handbook on gifted education. Allyn & Bacon, 75 Arlington St., Suite 300, Boston. Heller, K. A., Mönks, F. J., Subotnik, R., & Sternberg, R. J. (Eds.). (2000).International handbook of giftedness and talent. Elsevier. Shavinina, L. V. (Ed.). (2009). International handbook on giftedness (pp. 1257-1267). New York, NY: Springer. | |||||
Course outline weekly
| Weeks | Topics |
|---|---|
| Week 1 | Explaining main concepts, introducing sources. |
| Week 2 | Characteristics of gifted students |
| Week 3 | Definitions of giftedness |
| Week 4 | Identification of gifted students |
| Week 5 | Educational models of gifted education |
| Week 6 | Educational models of gifted education |
| Week 7 | Teaching methods to gifted students |
| Week 8 | Midterm exam |
| Week 9 | Teaching methods to gifted students |
| Week 10 | Teaching methods to gifted students |
| Week 11 | Technology use in gifted education |
| Week 12 | Assessment in gifted education |
| Week 13 | Assessment in gifted education |
| Week 14 | Current problems of gifted education |
| Week 15 | Current problems of gifted education |
| Week 16 | Final exam. |
Assesment methods
| Course activities | Number | Percentage |
|---|---|---|
| Attendance | 14 | 10 |
| Laboratory | 0 | 0 |
| Application | 0 | 0 |
| Field activities | 0 | 0 |
| Specific practical training | 0 | 0 |
| Assignments | 1 | 15 |
| Presentation | 1 | 10 |
| Project | 0 | 0 |
| Seminar | 0 | 0 |
| Midterms | 1 | 15 |
| Final exam | 1 | 50 |
| Total | 100 | |
| Percentage of semester activities contributing grade succes | 0 | 50 |
| Percentage of final exam contributing grade succes | 0 | 50 |
| Total | 100 | |
WORKLOAD AND ECTS CALCULATION
| Activities | Number | Duration (hour) | Total Work Load |
|---|---|---|---|
| Course Duration (x14) | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Specific practical training | 0 | 0 | 0 |
| Field activities | 1 | 30 | 30 |
| Study Hours Out of Class (Preliminary work, reinforcement, ect) | 2 | 14 | 28 |
| Presentation / Seminar Preparation | 1 | 30 | 30 |
| Project | 0 | 0 | 0 |
| Homework assignment | 1 | 20 | 20 |
| Midterms (Study duration) | 1 | 30 | 30 |
| Final Exam (Study duration) | 1 | 30 | 30 |
| Total Workload | 21 | 157 | 210 |
Matrix Of The Course Learning Outcomes Versus Program Outcomes
| D.9. Key Learning Outcomes | Contrubition level* | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1. Compares theories related to identifying giftedness in a comprehensive way. | X | ||||
| 2. Discusses the interaction between disciplines related to the education of gifted. | X | ||||
| 3. Uses theoretical and practical knowledge about gifted education | X | ||||
| 4. Forms new knowledge by combining knowledge coming from different kinds of disciplines for gifted education. | X | ||||
| 5. Proposes of solutions to the complex questions in gifted education using quantitative and qualitative scientific research techniques techniques. | X | ||||
| 6. Identifies problems in gifted education independently, develops solution strategies, implements them, evaluates results, and applies adjustments as necessary. | X | ||||
| 7. Participates effectively in team endeavors related to gifted education or leads team. | X | ||||
| 8. Evaluates the knowledge about gifted education critically and leads learning. | X | ||||
| 9. Design the studies in gifted education field in lifelong learning | X | ||||
| 10. Shares the knowledge about gifted education as written and orally in national/international level. | X | ||||
| 11. Manages the collection, analysis, and dissemination of data for gifted education in accordance with scientific and ethical principles. | X | ||||
*1 Lowest, 2 Low, 3 Average, 4 High, 5 Highest