Exploring the Effect of STEM Education on the Motivations and Epistemological Beliefs Related to Science Among Talented and Gifted Students

The research is aimed to explore the effect of STEM education on the motivations and epistemological beliefs related to science among talented and gifted students. A mixed research method was employed in collecting the data of the research. The sample of the research consisted of 20 5th and 6th grade students who were diagnosed to be talented. Before the activities, the Epistemological Beliefs Questionnaire and the Motivation Scale for Science Learning were applied to the students. The reflective journals were asked to fill in reflective journals after each activity and individual interviews were conducted after all activities were completed. A significant difference was found between the Epistemological Beliefs Questionnaire and the Motivation Scale for Science Learning pre-test and post-test scores at the end of the research. With the conducted interviews and results from the journals, positive changes were observed in students’ self-confidence, motivation, and attitudes towards science lessons in training.

The skills of discovering and nurturing talented and gifted students and their availability among prep school teachers

The current research aimed to identify the skills of discovering and nurturing talented and gifted students for the preparatory stage teachers and its availability, two methods were adopted; The descriptive method for reviewing previous studies and preparing the literature framework, and the experimental method for applying research tools. The research sample consisted of (30) prep school teachers (male and females) who works at Abnob Educational administration prep school. A list of 24 skills for the discovery and nurturing of gifted and talented prep students was prepared, In addition to a note card for the skills of discovering and nurturing gifted and talented students for prep school teachers, As a conclusion the researcher found out that there is a weakness at the prep school teachers discovery and nurturing of gifted and talented students. In the light of the above finings it is recommended to do more studies that concerned with the skills of discovering and nurturing gifted and talented students for prep school teachers and upgrade the efficiency of teachers in the various stages through starting courses that aim to help teachers to discover the gifted and talented students and recommend the appropriate strategies that can be used in teaching, in addition to other recommendations

Glosa do wyroku Wojewódzkiego Sądu Administracyjnego w Warszawie z dnia 17 października 2017 r. (V SA/Wa 2821/16)

<p>A total of not more than 100 talented and gifted graduates of first-cycle studies and students after completing the third year of long-cycle Master’s degree studies, who do not hold a master’s degree, may, by way of a competition carried out under the programme of the minister responsible for science matters, be granted funding for research financed from the funds assigned in the State budget for education. However, the competition procedure should be transparent and the criteria thereof should be publicly known on the date of announcement of the competition. The criteria and the scoring cannot be determined after the deadline for submitting the applications, before the very deciding on the allocation of research resources, as it was done by the Minister of Science and Higher Education and upheld by the commented judgement.</p>

The Recognition and Behavior Management of Students With Talented and Gifted in an Inclusive Education Environment

During student development, enriching academic and psychosocial activities in accordance with different educational needs of students is important. This study aims to identify primary school teachers’ opinions in Turkey, Czech Republic, Italy, and Germany. The opinions of teachers were investigated and compared on the individual skills, interests, intelligence, and abilities of students in the inclusive education environment with talented and gifted students. Moreover, methods, techniques and strategies they implemented in behavioral management, development and the bonding of the students to each other were analyzed. The study is a descriptive qualitative research. Layered sampling was used from the purpose sampling methods. The study group consisted of 248 elementary school teachers. In data analysis, content analysis was used. To ensure validity and reliability of the study, the coder reliability coefficient, the expert opinion, the confirmability strategy techniques were used. In Czech Republic, Turkey and Italy the teaching dimension for determining the students' interests, abilities and intelligence was emphasized, while Germany the dimensions of co-operation with parents and stakeholders was highlighted. Teachers participating in the development of positive behavior prioritised the communication process, stimulating educational activities in the management of unwanted behavior and the bonding of students with each other. Teachers' educational effectiveness-based responses in relation to the management of students' interests, skills and intelligence, development and behaviour revealed that teachers cannot parse the approaches that correspond to different problem areas. It was observed that there were not enough applications to contribute to the psychosocial development of students with different developmental characteristics.