The purpose of present study is to ascertain how prospective pre-service teachers see the notions of Gifted student and Inclusive Education. The study was carried out with 92 pre-service teachers studying in Tokat Gaziosmanpasa University Education Faculty, Department of foreign languages and science education during the academic year 2022–2023. This study is descriptive since it tries to present the current condition. The metaphors created by pre-service teachers were examined and commented upon within this framework in five steps: Identifying metaphors, categorizing metaphors, creating categories, assessing validity and reliability, and transferring quantitative data into the SPSS package program are the first three steps. To learn the pre-service teachers' opinions regarding the chosen ideas, a form with two open-ended questions was employed as a data collection instrument. In the questionnaire, the questions "A gifted student is like...... because......" and "Inclusive Education is like...... because......" were to be answered by the participants. Through the use of content analysis, the survey question data was examined. The lists of metaphors and categories were distributed to three faculty members who are authorities in the subject of study in order to assess the accuracy of the metaphors identified as a consequence of the analysis and the categories derived from them. Following the expert opinions, the non-overlapping metaphors were discussed in order to determine the final metaphors and categories for the study. It was concluded as a result that pre-service teachers created 92 valid metaphors for the idea of giftedness and inclusive education. As a result, it was discovered that pre-service teachers had positive opinions of the term "giftedness," additionally, they also created some favorable metaphors for the inclusive education.

Mevcut araştırmanın amacı, SCOPUS veri tabanında taranan uluslararası çalışmaların bibliyometrik analizinin yapılmış ve yorumlanmasıdı. Bu bakımdan araştırmanın gelecekte özel yetenekli öğrencilerin kariyer planlaması üzerine yapılacak çalışmalara ışık tutacağı düşünülmektedir. Mevcut araştırma betimsel araştırma yaklaşımına dayalı bibliyometrik haritalama yöntemi ile yürütülmüştür. Araştırmanın amacı doğrultusunda ilgili alan yazın taraması, farklı disiplinlerin yer aldığı dergileri endeksleyen SCOPUS veri tabanından yararlanılarak 24.08.2022 tarihinde 09:00-19:00 (GMT +3) saatleri arasında “Gifted*” or “Talented” and “Career” anahtar kavramlarıyla gerçekleştirilmiştir. Elde edilen 1679 adet makaleden dâhil edilme ve hariç tutulma kriterleri kapsamında 47 makale üzerinde bibliyometrik analiz yapılmıştır. Buna göre makalelerin; yıl, alan yazına en fazla katkı sağlayan yazarlar, yayınlandığı ülkeler ve anahtar kavramlar açısından bibliyometrik analizi yapılmıştır. Bibliyometrik analiz sonucuna göre özel yetenekli ortaokul öğrencilerin kariyer planlamasında; ebeveynlerin, okul rehber öğretmenlerinin, çeşitli öğretim tekniklerinin ve demografik özelliklerin etkisi üzerinde durulduğu görülmektedir. Bu bakımdan gerek nitel gerekse nicel değerlendirme araçlarından faydalanarak özel yetenekli ortaokul öğrencilerinin kendi kimliklerini fark edeceği çalışmaların yaygınlaştırılması gerektiği düşünülmektedir. Ayrıca çeşitli sektörlerden alan uzamanlarının veya geçmişte özel yetenekli statüsünde olan yetişkinlerin kariyer hayatlarının öğretim sürecine dahil edilmesi ve çeşitli kurum ve kuruluşlara gezilerin düzenlenmesi ile öğrenciler üzerindeki etkisine yönelik çalışmaların tasarlanması, öğrencilerin kariyer planlama sürecine farklı bir bakış açısı kazandırabilir.

This study aims to determine the mental models of gifted middle school students about an earthquake. The study employed the phenomenological design. In this context, the study was conducted on 41 students having gained the status of gifted students are results of the exams conducted by Science and Art Centres (BİLSEM) in three different provinces of Turkey. In these centres, gifted students, are diagnosed and can recognize their areas of special talent and get education to develop these areas in addition to the formal education they receive in their schools. In the current study, the “Earthquake Mental Model Test” was developed by the researchers in order to determine the mental models of the gifted students about the concept of an earthquake. According to finding mental models of the 41 gifted students are gathered under the mental models of natural disaster-energy-destruction (f=1), natural disaster-earth’s crust movement-destruction (f=6), natural disaster-destruction (f=2), energy-protection (f=1), quake (f=4), quake-destruction (f=16), earth’s crust movement (f=2), earth’s crust movement-protection (f=1) and earth’s crust movement-destruction (f=8). According to the findings obtained, the mental models of the students regarding the earthquake are gathered under the themes of Natural disaster-energy-destruction model. Natural disaster-energy-destruction model: Natural disaster-earth’s crust movement-destruction model, Natural disaster-destruction model, Energy-protection model, Quake model, Quake-destruction model, Earth’s crust movement model, Earth’s crust movement-protection model and Earth’s crust movement-destruction model.