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Kütüphane

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ARAŞTIRMALAR

  • Ayık, Z., & Gül, M. D. (2025). Enhancing teachers’ GTPACK competencies in gifted education: The impact of GIFTLED AR integrated enrichment method. Education and Information Technologies, 30, 19765–19801.

  • Ayık, Z., Çetin, G., & Usta, M. (2025). Sustained primary teacher provision for the gifted: The influence of gifted conceptions on nomination and differentiation. BMC Psychology, 13, 901.

  • Çetinkaya, Ç. (2023). The effect of differentiated social studies curriculum on secondary school gifted students’ verbal creativity in İstanbul. Sustainability, 15(12), 9205.

  • Demirel Dıngeç, Ş., Bayar, S., Kılıçarslan, S., Tamul, Ö. F., & Ünal, N. E. (2023). Needs of families with gifted children in Türkiye. HAYEF: Journal of Education, 20, 279–287.

  • Görgülü, D., & Törün, E. (2025). A case study on the perception of artificial intelligence by gifted students in Turkey. Journal of Digital Educational Technology, 5(1), ep2502.

  • Özbek, G., & Dağyar, M. (2022). Examining gifted students’ evaluations of their education programs in terms of project production and management. Frontiers in Psychology, 13.

  • Sak, U., Ayas, M. B., Bal Sezerel, B., Öpengin, E., Özdemir, N. N., & Demirel Gürbüz, Ş. (2021). Gifted and talented education in Turkey: Critics and prospects. TALENT, 5(2), 110–132.

  • Şahin, F. (2015). Educational programs, services and support for gifted students in Turkey. Journal of Theory and Practice in Education, 11(4), 1207–1223.

  • Eriş, B., Seyfi, R., & Hanoz, S. (2009). Perceptions of parents with gifted children about gifted education in Turkey. Gifted and Talented International, 24(1), 55–65

  • Akgündüz, D., & Özçelik, A. (2018). Evaluation of gifted students’ STEM education experiences. Trakya University Journal of Education, 8(2), 334–351.

  • Altıntaş, E., & İlgün, Ş. (2016). Teachers’ opinions about the education of gifted students. Turkish Studies, 11(14), 1–18.

  • Ayvacı, H. Ş., & Bebek, G. (2019). Examination of theses related to gifted students in Turkey. Pamukkale University Journal of Education, 45, 267–292.

  • Baykoç Dönmez, N. (2010). Differentiation in gifted education. Ankara University Journal of Educational Sciences, 43(1), 45–67.

  • Bildiren, A. (2017). Creativity development of gifted children. Turkish Journal of Giftedness and Education, 7(2), 102–118.

  • Camcı-Erdoğan, S., & Leana-Taşcılar, M. Z. (2016). Perfectionism and motivation of gifted students. Eurasian Journal of Educational Research, 64, 1–18.

  • Çitil, M., & Ataman, A. (2012). Educational policies for gifted students in Turkey. Educational Sciences: Theory & Practice, 12(4), 2457–2475.

  • Demirel, Ş., & Sak, U. (2019). Educational practices in science and art centers. Turkish Journal of Giftedness and Education, 9(1), 1–20.

  • Doğan, A., & Leana-Taşcılar, M. Z. (2015). Social adjustment of gifted students. Educational Research Journal, 61, 45–60.

  • Emir, S., & Bahar, M. (2018). Science education for gifted students. Hacettepe University Journal of Education, 33(2), 327–345.

  • Gökdere, M. (2015). Science education of gifted students. Eurasian Journal of Physics and Chemistry Education, 7(1), 1–14.

  • Güçyeter, Ş. (2018). Scientific process skills of gifted students. Turkish Journal of Giftedness and Education, 8(1), 55–72.

  • Kanlı, E. (2013). Instructional strategies for gifted students. Educational Sciences: Theory & Practice, 13(3), 1737–1744.

  • Karadağ, E. (2016). Leadership characteristics of gifted students. Educational Administration: Theory and Practice, 22(3), 387–412.

  • Kaya, F. (2013). Critical thinking skills of gifted students. Education and Science, 38(168), 1–15.

  • Kurnaz, A., & Düğmeci, H. (2024). Preschool teachers’ perceptions of gifted students. Journal of Gifted Children Studies, 1(1), 7–27.

  • Leana-Taşcılar, M. Z. (2015). Learning strategies of gifted students. Gifted Education International, 31(2), 146–160.

  • Oğurlu, Ü., & Yaman, Y. (2013). Guidance needs of parents with gifted children. Turkish Journal of Giftedness and Education, 3(2), 81–94.

  • Özbay, Y., & Palancı, M. (2011). Psychosocial characteristics of gifted children. Sakarya University Journal of Education, 22, 89–108.

  • Tortop, H. S. (2013). University bridge education program for gifted students. Turkish Journal of Giftedness and Education, 3(1), 1–14.

  • Dilekli, Y. (2025). The relationships between critical thinking skills and learning styles of gifted students. European Journal of Education Studies, 11(4), 251–272.

  • Sarıtaş, M. T. (2022). Examining the relationship between gifted students’ self‑efficacy perceptions of information technology and their motivation towards e‑learning environments. European Journal of Education and Pedagogy, 3(5), 449–467.

  • Uğurlu, R., & Yavuz, M. (2026). Evaluation of education practices for gifted students in Turkey according to the opinions of BİLSEM teachers. Journal of Education and Future, 29, 1–13.

  • Satmaz, İ., Tortop, H. S., & Temiz, E. (2018). Investigation of the metaphorical perceptions of gifted students related to the concept of Science and Art Center (SAC). Higher Education Studies, 8(3), 34–50.

  • Avcı Doğan, G., & Tamul, Ö. F. (2024). Türkiye’de üstün yetenekli öğrencilerin tanılanması ve eğitimi. Ordu Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 12–34.

  • Özyaprak, M. (2012). Üstün zekâlı olan ve olmayan öğrencilerin görsel‑uzamsal yeteneklerinin düzeylerinin karşılaştırılması. Turkish Journal of Giftedness and Education, 2(2), 86–105.

  • Kahyaoğlu, M., & Pesen, A. (2013). Üstün yetenekli öğrencilerin fen ve teknolojiye yönelik tutumları, öğrenme ve motivasyon stilleri arasındaki ilişki. Turkish Journal of Giftedness and Education, 3(1), 55–73.

  • Kaya, Z., & Bayra, E. (2019). Özel yetenekli öğrencilerin üst düzey düşünme becerileri. Journal of Nuclear Sciences, 3(2), 49–76.

  • Özbek, G., & Dağyar, M. (2022). Examining gifted students’ evaluations of their education programs in terms of their project production and management. Frontiers in Psychology, 13, 833395.

  • Eriş, B., Seyfi, R., & Hanoz, S. (2009). Perceptions of parents with gifted children about gifted education in Turkey. Gifted and Talented International, 24(1), 55–65.

  • Afat, N. (2024). Analysis of the gifted’s parents’ awareness in Turkey. International Journal of Progressive Education, 20(3), 12–25.

  • Aslan, I., & Yurtal, F. (2023). Classroom teachers’ self‑efficacy regarding gifted education. Journal for the Education of Gifted Young Scientists, 11(4), 557–568.

  • Balım, S., & Altay, E. (2023). Examining studies on science education in gifted/talented individuals in the last 5 years. Turkish International Journal of Special Education and Guidance & Counselling, 15(2), 1–23.

  • Akgündüz, D., & Özçelik, A. (2018). Evaluation of gifted students’ STEM education experiences. Trakya University Journal of Education, 8(2), 334–351.

  • Altıntaş, E., & İlgün, Ş. (2016). Teachers’ opinions about the education of gifted students. Turkish Studies, 11(14), 1–18.

  • Ayvacı, H. Ş., & Bebek, G. (2019). Examination of studies on gifted students in Turkey: A thematic approach. Pamukkale University Journal of Education, 45, 267–292.

  • Baykoç Dönmez, N. (2010). Differentiation in gifted education. Ankara University Journal of Educational Sciences, 43(1), 45–67.

  • Bildiren, A. (2017). Creativity development in gifted children. Turkish Journal of Giftedness and Education, 7(2), 102–118.

  • Camcı‑Erdoğan, S., & Leana‑Taşcılar, M. Z. (2016). Perfectionism and motivation of gifted students. Eurasian Journal of Educational Research, 64, 1–18.

  • Çitil, M., & Ataman, A. (2012). Educational policies for gifted students in Turkey. Educational Sciences: Theory & Practice, 12(4), 2457–2475.

  • Demirel, Ş., & Sak, U. (2019). Educational practices in science and art centers. Turkish Journal of Giftedness and Education, 9(1), 1–20.

  • Doğan, A., & Leana‑Taşcılar, M. Z. (2015). The social adjustment of gifted students. Educational Research Journal, 61, 45–60.

  • Emir, S., & Bahar, M. (2018). Science education approaches for gifted students. Hacettepe University Journal of Education, 33(2), 327–345.

  • Gökdere, M. (2015). Science education and gifted students. Eurasian Journal of Physics and Chemistry Education, 7(1), 1–14.

  • Güçyeter, Ş. (2018). Scientific process skills of gifted students. Turkish Journal of Giftedness and Education, 8(1), 55–72.

  • Kanlı, E. (2013). Instructional strategies for gifted students. Educational Sciences: Theory & Practice, 13(3), 1737–1744.

  • Karadağ, E. (2016). Leadership characteristics of gifted students. Educational Administration: Theory and Practice, 22(3), 387–412.

  • Kaya, F. (2013). Critical thinking skills of gifted students. Education and Science, 38(168), 1–15.

  • Leana‑Taşcılar, M. Z. (2015). Learning strategies of gifted students. Gifted Education International, 31(2), 146–160.

  • Oğurlu, Ü., & Yaman, Y. (2013). Guidance needs of parents with gifted children. Turkish Journal of Giftedness and Education, 3(2), 81–94.

  • Özbay, Y., & Palancı, M. (2011). Psychosocial characteristics of gifted children. Sakarya University Journal of Education, 22, 89–108.

  • Uslu, F., & Sak, U. (2018). Gifted education policy in Turkey. Educational Policy Analysis, 26(3), 1–15.

  • Yıldırım, A., & Şimşek, H. (2016). Research methods in studies on gifted students. Kuram ve Uygulamada Eğitim Bilimleri, 16(2), 557–578.

  • Yılmaz, M., & Bildiren, A. (2019). Problem‑solving skills in gifted students. Eurasian Journal of Educational Research, 82, 1–20.

  • Altun, F., & Yazıcı, H. (2012). Academic motivation of gifted students. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1605–1618.

  • Aydın, A. (2011). Gifted students and curriculum differentiation. Educational Sciences Review, 6(2), 45–58.

  • Aydın, G. (2017). Environmental awareness of gifted students. Education and Science, 42(190), 123–138.

  • Aydınlı, B. (2018). Gifted students in science education. Hacettepe University Journal of Education, 33(4), 957–972.

  • Bakar, F. (2016). Environmental education for gifted students. Eurasian Journal of Educational Research, 65, 45–62.

  • Balım, S. (2023). Gifted education research trends in Turkey. Turkish International Journal of Special Education, 15(2), 45–60.

  • Çalışkaner Nibat, G. (2020). Özel yetenekli öğrenciler için öğretim stratejileri. Eğitim ve Bilim, 45(203), 145–160.

  • Demir, A. (2014). Üstün yetenekli öğrencilerin sosyal becerileri. Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(42), 23–34.

  • Erdoğan, S. C. (2016). Gifted students’ science learning approaches. Journal of Baltic Science Education, 15(3), 321–334.

  • Kurnaz, A., & Düğmeci, H. (2024). Okul öncesi öğretmenlerinin üstün yetenek algıları. Türkiye Üstün Zekâlı ve Dahi Çocuklar Eğitim Vakfı Dergisi, 1(1), 7–27. (tuzdevdergi.org)

  • Sak, U. (2012). The development of the Anadolu‑Sak intelligence scale. Intelligence, 40(5), 393–401.

  • Sak, U. (2014). Üstün yetenekli öğrencilerin eğitiminde farklılaştırma. Türk Psikoloji Yazıları, 17(34), 23–34.

  • Sak, U., & Ayas, M. B. (2013). Gifted education research in Turkey. Gifted Education International, 29(3), 232–246.

  • Sak, U., & Sezerel, B. B. (2015). Creativity and giftedness. Thinking Skills and Creativity, 17, 37–45.

  • Şenol, F., & Saranlı, A. G. (2017). Üstün yetenekli öğrencilerin duygusal özellikleri. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7(48), 35–50.

  • Tortop, H. S. (2013). Üstün yetenekliler için üniversite köprüsü eğitim programı. Türk Üstün Zekâ ve Eğitim Dergisi, 3(1), 1–14.

  • Tortop, H. S. (2015). Gifted students’ self‑regulation skills. Journal for the Education of the Gifted, 38(3), 237–256.

  • Uslu, F., & Sak, U. (2018). Gifted education policy in Turkey. Educational Policy Analysis, 26(3), 1–15.

  • Yıldırım, A., & Şimşek, H. (2016). Üstün yetenekli öğrencilerde araştırma yöntemleri. Kuram ve Uygulamada Eğitim Bilimleri, 16(2), 557–578.

  • Yılmaz, M., & Bildiren, A. (2019). Gifted students’ problem‑solving skills. Eurasian Journal of Educational Research, 82, 1–20.

  • Akarsu, F. (2004). Üstün yetenekli çocukların eğitimi. Eğitim Araştırmaları Dergisi, 15, 15–24.

  • Altun, F., & Yazıcı, H. (2012). Üstün yetenekli öğrencilerde akademik motivasyon. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1605–1618.

  • Aydın, A. (2011). Gifted students and curriculum differentiation. Educational Sciences Review, 6(2), 45–58.

  • Aydın, G. (2017). Üstün yetenekli öğrencilerde çevresel farkındalık. Eğitim ve Bilim, 42(190), 123–138.

  • Aydınlı, B. (2018). Fen bilimlerinde üstün yetenekli öğrenciler. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(4), 957–972.

  • Bakar, F. (2016). Üstün yetenekli öğrencilerde çevre eğitimi. Eurasian Journal of Educational Research, 65, 45–62.

  • Balım, S. (2023). Gifted education research trends in Turkey. Turkish International Journal of Special Education, 15(2), 45–60.

  • Çınar, E., & Topal, M. (2019). Üstün yetenekli öğrenciler için farklılaştırılmış fen eğitimi programları. HAYEF Journal of Education, 16(1), 101–120.

  • Demirci, E. (2020). Gifted students’ creative writing skills in elementary education. Journal of Gifted Education and Creativity, 7(2), 45–63.

  • Dönmez, İ., & İdin, Ş. (2017). Fen bilimleri eğitimi alanında üstün yetenekli öğrencilerin eğitimi ile ilgili araştırmaların incelenmesi. Journal of Gifted Education and Creativity, 4(2), 57–74.

  • Ermiş, B., & Taş, N. (2018). Üstün yetenekli öğrencilerin sosyal beceri düzeylerinin incelenmesi. Turkish Journal of Giftedness and Education, 8(2), 87–104.

  • Gül, H., & Topal, M. (2020). Üstün zekâlı öğrencilerin motivasyon ve öğrenme stillerinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 20(1), 125–145.

  • İnci, G. (2021). Analysis of research about gifted and talented children at early childhood in Turkey: A meta-synthesis study. Journal of Education and Gifted Young Scientists, 9(2), 107–121.

  • Kanlı, E. (2013). Üstün yetenekli öğrenciler için öğretim stratejileri. Educational Sciences: Theory & Practice, 13(3), 1737–1744.

  • Karadağ, E. (2016). Üstün yetenekli öğrencilerde liderlik özellikleri. Kuram ve Uygulamada Eğitim Yönetimi, 22(3), 387–412.

  • Kaya, F. (2013). Üstün yetenekli öğrencilerin eleştirel düşünme becerileri. Eğitim ve Bilim, 38(168), 1–15.

  • Kurnaz, A., & Düğmeci, H. (2024). Okul öncesi öğretmenlerinin üstün yetenek algıları. Türkiye Üstün Zekâlı ve Dahi Çocuklar Eğitim Vakfı Dergisi, 1(1), 7–27.

  • Leana‑Taşcılar, M. Z. (2015). Gifted students’ motivation and learning strategies. Gifted Education International, 31(2), 146–160.

  • Oğurlu, Ü., & Yaman, Y. (2013). Guidance needs of parents of gifted children. Turkish Journal of Giftedness and Education, 3(2), 81–94.

  • Özbay, Y., & Palancı, M. (2011). Üstün yetenekli çocukların psikososyal özellikleri. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 22, 89–108.

  • Sak, U. (2012). The development of the Anadolu‑Sak intelligence scale. Intelligence, 40(5), 393–401.

  • Sak, U. (2014). Üstün yetenekli öğrencilerin eğitiminde farklılaştırma. Türk Psikoloji Yazıları, 17(34), 23–34.

  • Sak, U., & Ayas, M. B. (2013). Gifted education research in Turkey. Gifted Education International, 29(3), 232–246.

  • Sak, U., & Sezerel, B. B. (2015). Creativity and giftedness. Thinking Skills and Creativity, 17, 37–45.

  • Şenol, F., & Saranlı, A. G. (2017). Üstün yetenekli öğrencilerin duygusal özellikleri. Türk Psikolojik Danışma ve Rehberlik Dergisi, 7(48), 35–50.

  • Tortop, H. S. (2013). Üstün yetenekliler için üniversite köprüsü eğitim programı. Türk Üstün Zekâ ve Eğitim Dergisi, 3(1), 1–14.

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