Dergiler / Journal for the Education of Gifted Young Scientists

Journal for the Education of Gifted Young Scientists (JEGYS) covers issues such as educational sciences, math education, science education, music education, talent education, advanced models and techniques for education, sustainability of education, teaching techniques and activities etc., is a scientific and academic journal. JEGYS aims to be a scientific media sharing scientific research, practices, theories and ideas about gifted education and education of the gifted young scientists. The JEGYS is an international refereed scientific journal that publishes review and research article, teaching techniques and activities for the education of the gifted young scientist, book reviews and interviews in English. Submitted articles are evaluated in a double-blinded peer-reviewed fashion. The JEGYS is open access and a nonprofit journal published 4 issues a year. JEGYS holds copyrights for all articles published in the journal. Dergimiz "Education Full Text (H.W.Wilson) Database Coverage List" tarafından dizinlenmekte olup eğitim bilimleri ve alan eğitimleri makaleleri kapsama alanındır. HTML PDF Note: No need article template for submission. Please design your article EB Gramond font, 11 punto.

2021 · Cilt: 9 - Sayı: 4

MakaleYazarSayfa
Talent Development in Developing and Underdeveloped Countries? Or Talent Development in Developed Countries? and In Which Development Period of the Student?Hasan Said TORTOP1–1
Grade 6 teachers’ s mathematical Knowledge for teaching: The concept of fractionsFrance MACHABA, Margaret MOLOTO283–297
Teaching Challenges In The Senior Phase Natural Sciences Classroom in South African schoolsAwelani V MUDAU, Ndivhuwo NETSHİVHUMBE299–315
Enhancing student giftedness in open distance e-learning through quality assurance using Donabedian stepsVimbi Petrus MAHLANGU317–327
Exploring e-tutors teaching of the design process as content knowledge in an Open and Distance e-Learning environmentMpipo Zipporah SEDİO329–338
Exploring early childhood centre managers’ perceptions of their roles in promoting developmentally-appropriate physical environments in South AfricaMatshediso Rebecca MODİSE339–350
We need to make up for the gap: University student teachers’ difficulties associated with basic algebraic manipulationsHlamulo MBHİZA, Dimakatjo MUTHELO, Kabelo CHUENE351–358
Creating and leading a learning environment in diverse Foundation Phase classrooms in a South African schoolRoy VENKETSAMY, Lyndsey SMART, Zijing HU359–376
Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ ViewsHannah Perpetua MUZEMBE, Maphetla MACHABA, Matshediso Rebecca MODİSE377–389