In Turkey, Science and Arts Centers (BİLSEM) were opened and put into practice in 1995 in order to support gifted and talented students who are different from their peers in academic, social, and artistic fields in addition to their formal education. However, as in every educational institution, many problems have emerged in BİLSEMs, which teachers and students try to overcome. In this research, we aim to address the problems that teachers and students in BİLSEMs face or experience. To this end, the study employed a systematic compilation method, a qualitative research method, and theses, articles, papers, and books that were published between 1995 and 2022 and could be accessed were included in the study. In accordance with the purpose of the study, the research data were compiled by entering the keywords “BİLSEM”, “Gifted”, and “Talented” in the databases and analyzed with content analysis. As a result of the reviews, 46 articles, 15 theses, 1 paper, and 1 book focusing on teacher and student problems were included in the study. In light of the results obtained in the study, it was concluded that the problems experienced by teachers include shortages in materials, physical conditions and infrastructure, insufficient professional development opportunities, the programs not being functional and adequate, and student absenteeism and that the problems experienced by students include the intensity of the program and participating in too many activities, insufficient infrastructure and a lack of materials, being excluded from their circle of friends, and high expectations.

In this study, the aim was to develop a Likert-type scale to measure students’ attitudes toward the Information Technologies and Software course taught in secondary school. The developments in the field of science and technology and the changing needs of society necessitate an update to the Information Technologies and Software course curriculum and its implementation, starting from the 2021–2022 academic year. With this update, students are provided with the means to take the first step toward programming with block-based learning activities (Blockly, Scratch, Arduino, etc.). For this reason, it is thought that previously developed scales may be insufficient to measure students’ attitudes toward the updated Information Technologies and Software course. The study was designed by survey method. A total of 600 students for an exploratory factor analysis and 300 different students for a confirmatory factor analysis were included in the study. As a result of conducting the exploratory factor analysis, a scale with 4 factors and 27 items was obtained. Confirmatory factor analysis was performed to confirm the obtained structure. The scale that was developed, as a result of validity and reliability studies, is thought to be a valid and reliable measurement tool that can be used to measure attitudes toward the Information Technologies and Software course.

Bu çalışmanın amacı öğretmen yetiştirme lisans programlarında yer alan çevrimiçi eğitimde program geliştirme dersinin değerlendirilmesidir. Çalışmada karma yöntem tasarımlarından eşzamanlı tasarım kullanılmış ve program değerlendirme modeli olarak Stake tarafından 1967 yılında oluşturulan Uygunluk-Olasılık Değerlendirme Modeli tercih edilmiştir. Araştırma verileri, Türkiye'nin kuzeydoğusundaki bir devlet üniversitesinin eğitim fakültesinde öğrenim gören 97 öğretmen adayından ve Türkiye'nin her bir coğrafi bölgesinden eğitimde program geliştirme dersini yürüten yedi öğretim elemanından toplanmıştır. Araştırmanın nitel verileri, açık uçlu sorulardan oluşan öğretmen adayı beklenti ve memnuniyet anketleri, öğretim elemanı görüşmeleri ve ders gözlem formları, ders sırasında kullanılan dokümanlar kullanılarak toplanmıştır. Çalışmanın nicel verilerini toplamak için ise Program Geliştirme (PG) Başarı Testi kullanılmıştır. Araştırma bulguları, çevrimiçi eğitimde program geliştirme dersinin öğretmen adayları tarafından öğretmen istihdamının faydalı bir yönü olarak görüldüğünü göstermektedir. Bununla birlikte, çevrimiçi ders; sınırlı yöntem çeşitliliği, yetersiz etkileşim ve öğretime daha az aktif katılım gibi zorluklar ortaya çıkarmaktadır. Araştırmada vurgulanan sorunların ve benzer endişelerin üstesinden gelmek için çeşitli çözümler önerilmiştir.

This study aims to describe the relationship between the multiple intelligence domains and learning styles of gifted students in terms of gender, grade, maternal and paternal educational status. Therefore, the relational scanning model was used in the research. The study group consists of a total of 250 students, 5th, 6th, and 7th graders, studying at Antalya/Turkey Science and Art Center in the spring semester of the 2020-2021 academic year. As a result, it was concluded that the multiple intelligence domains of the gifted students were at an advanced level and there were significant differences between some intelligence domains of the students in terms of gender, grade level, and maternal educational status. Also, there were significant differences between some learning styles of students in terms of gender, grade levels, and maternal educational status. In addition, a negative, significant and weak correlation was found between some intelligence domains and the learning styles of gifted students.

The current study aimed to investigate pre-service social studies teachers’ self-efficacy perception of their ability to teach geography and attitudes towards the profession of teaching in relation to the variables of gender and university attended. The study is a descriptive study employing the survey model. The research sample was determined from the universities, where there were two public universities represented from each of the seven geographical regions, and a fourth-year student of social studies teaching in the spring semester of the 2017-2018 academic year. The study was carried out with the participation of 654 pre-service social studies teachers from 14 different universities across Turkey. In order to collect data, “The Geography Teaching Self-Efficacy Scale” and “The Scale of Attitudes towards the Profession of Teaching” were used. In the analysis of the collected data, arithmetic mean, standard deviation, independent samples t-test and one-way variance analysis (ANOVA) were used. According to the findings of the current study, self-efficacy perceptions related to geography teaching and their attitudes towards the profession are high. The mean scores taken from the whole self-efficacy perception scale and its sub-dimensions were found to be not varying significantly depending on the gender variable while they were found to be varying significantly depending on the variable of the university attended. On the other hand, the attitudes towards the profession of teaching were found to be varying significantly depending on both of the variables.

The current study aims to identify the characteristics that a multicultural teacher should possess based on the perspectives of teachers and pre-service teachers. The study was conducted within the framework of a basic qualitative research design involving teachers and pre-service teachers as participants. Data were collected through an open-ended questionnaire and were analyzed by using content analysis. The findings indicate that both groups expressed largely similar views regarding multicultural teacher characteristics in terms of values, skills, competencies, and conceptual biases. However, the in-service teachers placed greater emphasis on personal development compared to the pre-service teachers. Among the identified dimensions, values emerged as the most frequently emphasized theme, while empathy and communication skills were highlighted as essential skills for multicultural teaching. The in-service teachers emphasized technology use as an important professional competency, whereas the pre-service teachers focused more on cultural knowledge and inclusivity. The higher expression of conceptual biases among the pre-service teachers was associated with their limited classroom experience. Overall, the findings suggest that the mere transmission of knowledge is insufficient in teacher education; rather, teacher preparation should incorporate practical experiences and field-based opportunities that foster empathy, communication skills, technology use, and personal development. By examining multicultural teacher characteristics through the subjective evaluations of professionals and future teachers, the current study offers a distinct contribution that complements existing theoretical and quantitative research in the field.