Necate Baykoç - Turkey: The studies of Science and Art Centers

EDUCATION OF
GIFTED / TALENTED
CHILDREN in TURKIYE
Prof. Dr. Necate BAYKOC DONMEZ
Hacettepe University
Ankara Turkiye
Basic Principles of Turkish Education
Generalization and equality
Meeting the needs of
individuals and society
Orientation
The right to education
Equal opportunity
Continuity
Education in democracy
Secularism
Scientific norms
Planning
Coeducation
Cooperation between schools
and families
Education everywhere
ATATURK'S OPINIONS ABOUT
NATIONAL EDUCATION
In the preparation and
implementation of all
educational programmes and
all levels, Ataturk’s reforms
and principles will be taken
as a base. Importance is
attached to developing
national, moral and cultural
values within the framework
of universal culture.
ATATURK SAYS: “PEACE AT HOME, PEACE AT WORLD”
UNESCO RESOLUTION ON THE ATATURK CENTENNIAL
“Convinced that personalities who worked for
understanding and cooperation between nations and
international peace will be examples for future generations,
“Recalling that the hundredth anniversary of the birth of
Mustafa Kemal Ataturk, founder of the Turkish republic,
will be celebrated in 1981,
“Knowing that he was an exceptional reformer in all fields
relevant to the competence of UNESCO,
“Recognizing in particular that he was the leader of the first
struggle given against colonialism and imperialism,
ATATURK SAYS:
“PEACE AT HOME
PEACE AT WORLD”
UNESCO RESOLUTION ON THE ATATURK CENTENNIAL
“Recalling that he was the remarkable promoter of the sense
of understanding between peoples and durable peace
between the nations of the world and that he worked all his
life for the development of harmony and cooperation
between people without distinction of color, religion and
race,
“It is decided that UNESCO should colloborate in 1981 with
the Turkish Government on both intellectual and technical
plans for an international colloquium with the aim of
acquainting the world with the various aspects of the
personality and the deeds of Ataturk whose objective was to
promote world peace, international understanding and
respect for human rights”
ATATURK SAYS: “OUR TRUE MENTOR IN LIFE IS SCIENCE”
Importance is attached to
promoting the Turkish
language, which is the one of
the basic factors of our
national unity and integrity,
without going to extremes,
and also preserving its
characteristics. The necessary
measures are taken at the
Ministry of National
Education with the
cooperation of Ataturk High
Institute of Culture,
Languages and History.
ATATURK SAYS:
“OUR TRUE MENTOR IN LIFE
IS SCIENCE”
ATATURK SAYS;
“Teachers: the new generation
will be your devotion”
“Teachers are the one and only
people who save nations”,
In Turkiye, Ministry of National Education is responsible
of education and has a powerful structure.
There are 16 general directorates as main service units in
the structure of the Ministry. Also there are auxilary
units and affiliates in the structure of the ministry.
The number of primary and secondary students are
16.000.000 today.
There are 600.000 teachers in Turkiye.
HISTORY of
GIFTED/TALENTED
CHILDREN’S EDUCATION
in TURKIYE
THE ENDERUN
Ottoman Empire innovated a special and unique
institution of education, the Palace or Enderun
(the "inner most").
Ottoman Empire seemed to have been fairly
successful in this unique experiment. Many
statesmen, who held the seal of authority and fate of
the Empire in their hands, were products of this
process.
.
THE ENDERUN
The education of gifted/talented children
was begun at the Ottaman Empire
period. Ottaman Empire’s military and
administrative staff, science man,
educators and artists who were
gifted/talented students were educated at
Enderun and why it’s empire for tree
continents for 600 years.
AFTER THE ESTABLISHMENT OF
REPUBLIC OF TURKIYE
At 1929 - Student Exchange
With this act, students who were graduated
from high school or university were sent to
foreign countries by Ministry of National
Education.
At 1940 – Village Institutes
Village institutes were established in order to educate
gifted/talented children with the aim of rasing qualified people at
the reconstruction of country.
The education programme of village intitutes were different from
formal education programmes. Except the courses for general
culture and vocation, also skills for the reconstruction of villages
were acquired.
The basic principles of education programme:
- Students must be guided for learning and searching
- Output focused education
- Student centered education
- Continuity of education
- All activities must be for development of villages
- Secularism
- Democracy at education
- All students must be successful
At 1940 – Village Institutes
The programme of institutes includes general
information (Turkish language, history, maths,
geography, physics, chemistry, art, music, physical
education, military, foreign language etc.),
agriculture (apiculture, fishing, seafood, plantation
etc) and techniqual courses (ironworking,
carpentry, textile, child care, home economics etc.)
Village education system had two aims;
1) reconstruction of the country
2)was to prevent and develop the Republic as an
output of Turkish revolution
At 1948 – 1956 Student Exchange
With these acts gifted/talented children at
art were educated at a foreign country
At 1959- Talent Groups
The student with the same level of ability
were determined by various scales and
educated at the same group.
At 1962 – Science Lycees
Gifted/talented children at math and
science have determined with an
examination and educated at science
lycees since 1962.
Today there are 149 (61 state and 88
private) science lycees. The number of
students who enroll these lycees are
19724.
At 1964 - Special Classes
Special classes were opened at primary schools for
children with 120 IQ. At those classes enrichment
programme was implemented.
At 1970 - Anatolian High Schools
Anatolian High Schools was established. The
students had been registered to these schools after
an examination. Instruction language of some
lessons at these lycees is in foreign language.
Today there are 700 (432 state ane 268 private)
anatolian high schools. The number of students
who enroll these schools are 242870.
At 1989 - Anatolian Fine Arts High Schools
Anatolian Fine Arts High Schools was
established for gifted/talented children at
music and art. The instuction is in foreign
language.
At 1994 - Science and Art Centers
Detailed information will be given.
At 1997 - Act 573
This act includes children with special
needs, direct or indirect services for them
and schools, institutes and programs that
ensure these services.
TUBITAK
It was established to;
- ensure opportunities for scientist and researchers,
- study on learning and teaching strategies,
- follow up highly gifted/talented children in order
to help them to improve themselves
- provide scholarship to students
- arrange research project competitions among
students.
TUBITAK arranges differrent competitions at
different education levels and gives awards.
Scholarships and awards are seen as an
encouragement for gifted/talented students.
EDUCATION OF
GIFTED/TALENTED CHILDREN
TODAY
Today in Turkiye, gifted/talented children are educated at
SCIENCE HIGH SCHOOLS
ANATOLIAN HIGH SCHOOLS
ANATOLIAN FINE ARTS HIGH SCHOOLS
SCIENCE AND ART CENTERS
TUBITAK
ISTANBUL UNIVERSITY - BEYAZIT
ANADOLU UNİVERSITY- UYEP
SCIENCE and ART CENTERS
In order to ensure that highly intelligent or talented
children at the age of primary or secondary
education are aware of their individual skills and
maximize their capacities,
Science and Art Centers were established by
Prof.Dr.Necate Baykoc Donmez at 1994 as
independent special education institutions by
Ministry of Education, General Directorate of
Special Education Counseling and Guidance
Services.
SCIENCE and ART CENTERS
The gifted/talented students at the age of primary or
secondary education are educated at these centers
according to their interest and talents besides their
formal education.
The center’s students are nominated by formal
education’s teachers according to the “observation
form” criterias which has developed by Ministry of
Education.
The nominated students are evaluated by group
tests and then individual tests.
SCIENCE and ART CENTERS
Science and Art Centers which were
established at 1994 were accepted as a
suitable model and the number of these
centers are increased from that date.
After the registration, students take these programmes:
Orientation programme
Support Education Programme
Programme for communication skills
Programme for foreign language
Programme for studying within group
Programme for social activities
Programme for awareness of individual abilities
Programme for scientific studies techniques
Programme for computer education
Programme for problem solving strategies
Programme for learning strategies
Programme for research techiques
Programme for development of special talents
Programme for project development
SCIENCE and ART CENTERS
Today there are 71 Science and Art Centers in
Turkiye.
In these centers, highly intelligent and talented
children at the age of primary and secondary
education receive individual or group training in
their spare time outside public education.
SCIENCE and ART CENTERS
Apart from these, it is a special education
organization that aims to:
solve the problems in practical and real life
think realistically about the function, processes and
facts in daily life
create innovative suggestions, alternative processes
and new solutions that can fully cope with the
problems of daily life
be aware of the needs and problems in various
business areas, and suggest and develop innovative
ideas, techniques and tools,
SCIENCE and ART CENTERS
solve the problems by preparing projects
that include the phases of needs analysis,
planning, budget preparation,
implementation and evaluation
develop the superior and special abilities
to become individuals who can solve
problems efficiently by integrating
scientific thinking and behaviours with
aesthetical values
SCIENCE and ART CENTERS
Generation and development of projects constitute
the basic activities of these centers.
In order to acquire students information and skills
on preparation and development of projects,
teachers ensure prelearning activities and present
them sample projects with project instructions.
SCIENCE and ART CENTERS
At the determination, selection, assessment of
project themes and development of projects, there
is a collobaration with work offices, universities
and other institutions.
Projects may be implemented at relevant work
offices, sometimes projects may be supported by
specialists.
İSTANBUL ATAŞEHİR BİLSEM
İZMİR BİLSEM
İZMİR BİLSEM
AMASYA BİLSEM
SAKARYA BİLSEM
İSTANBUL BİLSEM
TRABZON BİLSEM
KONYA BİLSEM
ANKARA Yasemin Karakaya BİLSEM
ANKARA Yasemin Karakaya BİLSEM
ZONGULDAK BİLSEM
ADANA BİLSEM
ZONGULDAK BİLSEM
Bilim ve Sanat Merkezleri Programları
Uyum Programı
BEŞİKTAŞ BİLSEM
Destek Eğitimi Programı
İletişim Becerileri Programı
Bilimsel Çalışma Yöntemleri Programı
Bilgisayar Programı
Yabancı Dil Programı
Problem Çözme Teknikleri Programı
Grupla Çalışma Teknikleri Programı
Öğrenme Yöntemleri Programı
Sosyal Etkinlikler Programı
Araştırma Teknikleri Programı
Bireysel Yetenekleri Fark Ettirme Programı
Özel Yetenekleri Geliştirme Programı
Proje Üretimi Programı
SCIENCE and ART CENTERS
(BİLSEM) ESTABLISHMENT
PROGRAM
NB INTEREST AND ABILITY
DOMAINS PROGRAM
WEEKEND SPECIAL GROUPS for
GIFTED and TALENTED
SUMMER SPECIAL PROGRAMS
for GIFTED and TALENTED
NB Interest and Ability Domains
Development Program and
WEEKEND SPECIAL GROUPS
SUMMER SPECIAL PROGRAMS for
GIFTED and TALENTED CHILDREN
Prof. Dr. Necate Baykoç Dönmez
Res.Asis. Bahar Uyaroğlu
Duygu Aydemir
NB Interest and Ability Domains Development
Program
This program has been developed for
gifted and talented children in 2005, by
the founder of BİLSEMS,
Prof. Dr. Necate Baykoç Dönmez,
using the education model applied
during the establishment of BİLSEMs.
NB Interest and Ability Domains Development
Program
• “NB Interest and Ability Domains
Development Program” is developed for
gifted and talented children but can be
applied for improving the interest and ability
domains of all children.
• The program has been applied in 4 different
private pre-schools and primary schools in
the last six years with 750 students and 150
teachers.
WEEKEND SPECIAL GROUPS
• Weekend special group studies
started in January 2008 at the NB
Necate Baykoç Child Development
and Evaluation Center.
• This is the first weekend program
carried out for gifted and talented
children in Türkiye.
WEEKEND SPECIAL GROUPS
• The program takes its basis from
BİLSEM and “NB Interest and Ability
Domains Development Program”
• The program has been carried out for
three years by grouping the children
aged 3-11 according to their certain
characteristics.
WSG TARGETS
To support the social and
emotional developments of
gifted and talented children as
well as their mental skills by
applying special programs
planned/designed according to
the children’s interest and
ability domains
WSG TARGETS
• To support language, mental, social
and emotional developments of gifted
and talented children whose interest
and ability domains are determined;
• To improve the production, sharing
and communication skills of the
children having fun together in a
natural environment
AGE GROUPS (K-12)
2000-2001 Special Group
• 2002 Special Group
• 2003 Special Group
• 2004 Special Group
• 2005 Special Group
• 2006 Special Group
• 2007 Special Group
• 2008 Special Group
• 2009 Special Group
WSG DIAGNOSING METHODS
• Development Tests
• Intellegence / IQ Tests
• NB Interest and Ability Domains
Form
• Child Information Form
GROUPING TECHNIQUES
•
•
•
•
Mental Development Characteristics
Interest and Ability Domains
Learning Characteristics
Social and Emotional Development
Characteristics
• Behavioral Characteristics
CURRICULUM CONTENT
Choosing advanced and special
subjects determined according to
the interest and ability domains of
gifted and talented children
•
•
•
•
•
METHODS OF STUDY
Developing equipment
Forming projects related to the
subject
Using the current information in
the best way / at an optimum level
Providing the transfer of
knowledge
Studying and producing together
PROGRAM PROCEDURE
• Knowing the subject
providing the first knowledge by a
comprehensive presentation on the project
• Pre-project discussion (exchange of
information)
Developing imaginative products
• Project production
Developing individual and/or common
projects
• Presentation of the projects
Sharing the individual and/or common
projects with group members
METHODS OF STUDY
• Obtaining new information regarding
the subject
• Research
• Producing new information
• Exploring new methods
• Examination
• Fast and alternative problem solving
•
•
•
•
•
METHODS OF STUDY
Developing equipment
Forming projects related to the
subject
Using the current information in
the best way / at an optimum level
Providing the transfer of
knowledge
Studying and producing together
Applicability / Feasibility to Pre-school
and Primary School Curriculum
• Applicable to Turkish System of
Education
• Can be integrated into other countries’
curriculum easily
• No need for any extra cost, special
materials or extra equipment for the
application of the program
FOR THE TEACHERS
• Enables teachers to work, produce,
explore new methods in a normal natural environment and process
• Includes funny and pleasant
applications for teachers
• Program education is short-lasting and
comprehensible
• Forming an original archive
ACQUSITIONS
•
•
•
•
•
Using the time effectively
Collaborating with group members
Sharing with group members
Becoming open to criticism
Learning while having fun and absorbing
the academic knowledge
• Getting the skills for searching, project
planning, preparing and presenting
individually and/or as a group
• Understanding the importance of science
and scientific study
THANKS....
Prof.Dr. Necate BAYKOÇ DÖNMEZ
NB GIFTED and TALENTED
ENSTITUTE and CENTER
www.necatebaykoc.com.tr
www.nbcocukgelisim.com
e-mail: [email protected]
tel: +90 312 431 21 60 – 62
NB Interest and Ability Domains
Development Program
Prof.Dr. Necate BAYKOÇ
WEEKEND SPECIAL GROUPS
Prof.Dr. Necate BAYKOÇ
SUMMER SPECIAL PROGRAMS FOR
GIFTED AND TALENTED CHILDREN
Prof.Dr. Necate BAYKOÇ
EU project:“Investigation of Educational
Programmes for Kindergarten and School Aged
Gifted/Talented Children” (2005)
The purpose of this project is to involve in the processes which
enable us to learn more about the applications in Europe and
adapt them to the needs of our education system.
With this project it is aimed to enrich current national
programmes with different and new methods and improve
proffesional development of educators and specialists at this
area.
Study on the identification of gifted and talented children at
early ages and counseling with families (2005)
With this study it is aimed to develop an assessment tool for
identification of gifted and talented children at early ages
and to guide parents for children’s education at early ages.
CAMBRIDGE 2005
ULTRALAB - ENGLAND
GLASGOW UNIVERSITY
2005 ULUSAL KONGRE’ye DAVET
ÜSTÜN YETENEKLİLERİN
EĞİTİMİ
ULUSAL KONGRESİ
31 Ekim – 01 Kasım 2005
İNGİLTERE LONDRA
ENGLAND - 2007
•LONDRA
•RYE
•OXFORD
•BIRMINGHAM
WARWICK UNIVERSITY
AUGUST – SEPTEMBER 2007
ENGLAND 2007
17. WORLD CONGRESS in
WARWICK UNIVERSITY
WARWICK August 5 -10 2007
FUTURE STUDIES
Some future studies are planned in the framework of these
national and international studies;
 to develop some new programme models
 to arrange seminars and conferences with the
participation of foreign colleagues in our country in
order to ensure exchange of knowledge
 to prepare some new documents (CD’s, booklets or
brochures, books) for families, educators, university
students and related institutions
 to plan international researches
THANKS....
Prof.Dr. Necate BAYKOÇ DÖNMEZ
NB GIFTED and TALENTED
ENSTITUTE and CENTER
www.necatebaykoc.com.tr
www.nbcocukgelisim.com
e-mail: [email protected]
tel: +90 312 431 21 60 – 62
Prof.Dr. Necate BAYKOÇ DÖNMEZ
NB CHILD DEVELOPMENT AND
ASSESSMENT CENTER
www.necatebaykoc.com.tr
www.nbcocukgelisim.com.tr
e-mail: [email protected]
tel:
+90 312 431 21 60 – 62