Problem-Solving Skills Employed by Gifted Children and Their Peers in Public Primary Schools in Turkey

Abstract

In this study I explored whether or not the high intellectual potential of gifted children helps them cope more easily than other children do with problems, and also examined the children's own assessments of the problem-solving approaches that are thought to affect their social and emotional development. Results showed that children's problem-solving skills are not dependent solely on how academically gifted they are. Therefore, even if the ability to utilize intellectual capacity differs, the development of effective problem-solving skills and consequent productive-thinking skills will contribute to individuals making better decisions during their lifetime and to developing more positive interpersonal relationships. These are issues that merit special attention and further research.

The Effectiveness of Future Problem-Solving Program (FPSP) in Developing Creative Thinking Skills Among Gifted Students: Experimental Study

“…The results of this study agreed with the results of (Lewinsohn, 2015;Delcourt et al, 2015;Azevedo et al, 2017;Saygili, 2014;Trifinger & Woythal, 2012;Tallant,1985;Pakmaster, 1994;and Yarprough & Tallant,1992), which reveal that the proposed program had a positive impact on developing the skills of future dialogues for solving problems related to creative thinking among the experimental groups as opposed to control groups; FPSP program include activities that help the gifted students to acquire communication skills and to solve the problems creatively. In addition, the program develops the ability to discuss and argue by mastering the skill of fluent speaking, and it develops using imagination in solving future problems; moreover, it addresses the ability to narrate events during the conversational activities and writing the desired scenarios about the future to promote authenticity.…”

“…The school program normally addresses solving the creative problem without considering the ideas of the future presented by the program of the current study. The findings of this study was in agreements with the results of (Lewinsohn, 2015;Delcourt et al, 2015;Azevedo et al, 2017;Saygili, 2014;Whyte & Dritsche 2014;Noreen, Trifinger & Woythal, 2012;Hung, 2003Tallant, 1985Dufner, 1984;and Yarprough & tallant, 1992) with regard to developing creative thinking among students. Even though not all of them used the program of future dialogues, they were similar with the current study in using programs for developing creative thinking and gave an evidence of development among the study sample.…”

Hubungan antara Kemahiran Membuat Keputusan dan Daya Tahan dalam kalangan Pelajar Pintar Berbakat

“…Walau bagaimana pun, daripada kajian-kajian mengenai PPB di Malaysia seperti kajian terhadap tahap kepimpinan (Rorlinda, 2014), kemahiran sosial (Noriah, Mohd Hakimie & Abu Yazid, 2014), profil pemprosesan kognitif (Rosadah et al, 2005) telah menjelaskan secara umumnya tahap kemahiran membuat keputusan dalam kalangan PPB adalah tinggi. Begitu juga dengan kajian di luar negara, kebanyakan pengkaji menjelaskan kemahiran membuat keputusan golongan ini adalah tinggi (Saygili, 2014;Ball et al, 1994;Davidson & Sternberg, 1984).…”

“…Sementara itu, Neihart (2002) (Saygili, 2014;Ball et al, 1994;Davidson & Sternberg, 1984). Walau bagaimanapun, dapatan kajian ini bertepatan dengan pendapat beberapa pengkaji lepas yang mencadangkan tahap kemahiran membuat PPB perlu dipertingkatkan (Ozcan & Zaaroglu, 2017;Mofield et al, 2016;Milligan, 2004 (Mofield et al, 2016;Milligan, 2004;Ozcan, 2017;Schlichter, 1981).…”

Kapsayıcı Okul Öncesi Eğitim Ortamlarında Öğretmenler Çocukların Bireysel Yeteneklerini Belirlemek ve Geliştirmek İçin Neler Yapıyor?

“…Bu sebeple Türkiye'nin koordinatörlüğünde Almanya, Çekya ve İtalya'nın ortak olduğu okul öncesi ve ilkokul çağında kapsayıcı eğitim ortamlarında görev yapan öğretmenler için iki grup çocuğu sosyal duygusal açıdan birbirine kaynaştırmak amacıyla stratejilerin geliştirildiği bir Avrupa Birliği Projesi hazırlanmış ve Türkiye Ulusal Ajansı tarafından kabul edilmiştir. Bu bağlamda söz konusu ülkelerde üstün yetenekli/zekâlı özellikle okul öncesi dönem çocukları ile ilgili yapılan araştırmalar incelenmiş ve sayılarının oldukça sınırlı olduğu (Metin, Kangal Bencik ve Uyaroğlu, 2012;Baykoç ve diğerleri, 2013a;Dağlıoğlu ve Suveren, 2013;Kıncal ve diğerleri, 2013;Baykoç ve diğerleri, 2013b;Çetinkaya, 2014;Saranlı ve Metin, 2014;Saygılı, 2014;Tantay ve Kurt, 2014;Coşar, Çetinkaya, Çetinkaya, 2015;Kaya, 2015) …”