DIFFERENCES AND ISSUES IN INDIVIDUALIZED TURKISH EDUCATION PROGRAM APPLICATIONS IN SCIENCE AND ART CENTERS

BİLİM VE SANAT MERKEZLERİ BİREYSELLEŞTİRİLMİŞ EĞİTİM PROGRAMINDA TÜRKÇE DERSİ UYGULAMALARINDAKİ FARKLILIKLAR VE SORUNLAR

Abstract

Science and Art Centers (BİLSEM) are more liberal in education curriculum than other schools in terms of providing education to superior and special talented children. While this flexibility contributes to bring individual talents to the forefront, but it also brings with the differences of the applications. It is important to determine whether the mother tongue education given in the BİLSEMs is suitable for the level of readiness of the student. Even the methods used to detect this are different in every BİLSEM such as scale, observation etc. Although education and training are individualized, most of the students who go to the individual training program in terms of physical possibilities have to be trained as a group, not individually. In this context, it has become necessary to establish a framework that will ensure that the students in the individual education program do not ignore the individual differences in order to develop readiness levels in terms of language education, to prepare appropriate programs for the areas they are interested in, and to develop relevant materials. In this respect, it is within the scope of this work to interview the teachers of Turkish and literature who work in BİLSEM and present the current situation and the necessary situation in practice. Attention has been paid to the fact that the teachers to be consulted in the study are working in different schools. It has been determined that there are no common programs and applications yet and the educational period varies according to the teacher factor and standard scales were not developed according to the results of the interviews. For BILSEMs, more academic work and new proposals need to be developed 1. Introduction Research and current issues in Turkish teaching programs, books, academic environments, teaching methods, tools, from the Turkish Central test system of the education-related institutions, employment policies, teachers/faculty and students have been found to have originated (Alyılmaz, 2010:743). In our country, yet a new dimension of education of gifted student who is we don't have enough historical accumulation. This is the initial stage of the studies yet. In this context, the emergence of problems and solutions in the production of course it will take time. In this study, gifted students BİLSEM Turkish lessons in training applications. 2. Method 2.1. Research Model Relevant national and international sources document scanning method with the data collected. Approach to qualitative research interview method used in the study. In order to answer interviewers ' questions, interviewing, interpretation and often face to face is a way subjects provided that due care (Tavukçuoğlu, 2002). Interview form contrasted with data sourced from content analysis technique. Qualitative research method of semi-structured interviews were carried out based on the approach. In this study, the analysis of the content of the data analysis. Cohen, Manion and Morrison (2007) analysis of the content; comparison of regulation, classification of texts, and texts from the theoretical results is a research technique that consists of the removal of her discovery. Interview, recommended as a research technique that will allow data at a depth of. As a research technique interview, researcher at the subject of the research area with people is a form of verbal communication between controlled and purposes (Cohen and Manion, 1994:27). 2.2. Working Group In this study, Turkey Turkish Science Art Centers in 10 men who served and is limited to literature teacher. Participants to participate in the survey on a voluntary basis, volunteer language arts teacher. 2.3. Improving Data Collection Tool Interviewed by investigators preparing the questions examined in the relevant field studies. Prior to working group meetings held outside of 2 teachers "BİLSEM’s the individual training in the curriculum in language arts what are your thoughts about the work?" question was asked to the detail and directed at the given answers basic subjects parsed and interview questions was created in the designated topic. The resulting data and taking into account the work of property 11-question interview questions. The validity of the questions prepared interview form scope and application in terms of the duration of the level Turkish presented two expert opinion in the field of Education. Simple, clear, and preparing questions make sure appropriate literature. The experts may cause some questions again as a result of the opinions of the four questions interview form. Same again for the interview forms prepared expert opinions have been received and given recent interview form. Thus researchers by semi-structured interview form for 7 essential questions and key questions. Key questions to open the person's answers to the researcher and refinement. (Türnüklü, 2000). Before start to run the application, the principal of the conversation will be discussed and with similar properties to the people person, interview questions whether it is clear and understandable and that must be reserved for a meeting time. The result of the preliminary talks for 30 minutes it has been determined that the conversation just change. Depending on the flow of the conversation, people were asked to open their responses. The same word with the same question to every person involved in the investigation and has been noted in the same way as prompting. 2.4. Data Collection and Analysis In the collection of the data suggests that the current situation on behalf of the similarities and differences of practice reflect this in different schools as teachers are participants. Different types of schools in the provinces in question due to the fact that since all teachers an opportunity to meet face to face with some of the teachers but talks via the internet to the palaces. Face to face interviews were taken later to the sound recording all conversations have been deciphered as a sepa

Özet

BİLSEM'ler üstün ve özel yetenekli çocuklara eğitim vermesi bakımından eğitim-öğretim müfredatında diğer okullara nazaran daha özgür bırakılmışlardır. Bu özgürlük bireysel yetenekleri ön plana çıkarma bakımından katkı sağlasa da uygulama farklılıklarını da beraberinde getirmektedir. BİLSEM'lerde verilen anadili eğitiminin öğrencinin hazırbulunuşluk seviyesine uygunluğunun tespit edilerek yapılması gerekliliği her alanda olduğu gibi önemlidir. Bunun tespit edilmesi için ölçek, gözlem vb. kullanılan yöntemler bile BİLSEM'den BİLSEM'e farklılık göstermektedir. Her ne kadar eğitim ve öğretim bireyselleştirilmiş olsa da fiziki imkânlar bakımından bireysel eğitim programına giden öğrencilerin çoğu bireysel olarak değil aynı süre içerisinde grup olarak eğitim almak durumunda kalmaktadırlar. Bu bağlamda, bireysel eğitim programında bulunan öğrencilerin dil eğitimi bakımından hazırbulunuşluk seviyelerini ortaya koymak, ilgi duydukları alanlara uygun program hazırlamak, buna ilişkin materyaller geliştirmek için bireysel farklılıkları göz ardı etmeyecek bir çatı oluşturmak gereksinimi doğmuştur. Bu bakımdan BİLSEM'lerde görev yapan Türkçe ve edebiyat öğretmenleri ile görüşmeler yapılarak uygulamadaki mevcut durum ve olması gereken durumun ortaya konulması bu çalışmanın kapsamındadır. Çalışmada görüşlerine başvurulacak öğretmenlerin farklı okullarda görev yapıyor olmalarına dikkat edilmiştir. Görüşmeler sonucunda elde edilen veriler BİLSEM okullarında henüz ortak programlar ve uygulamalar oluşturulamadığı, eğitim öğretim sürecinin öğretmen faktörüne göre değişkenlik gösterdiği ve standart ölçeklerin geliştirilemediğidir. BİLSEM'ler için daha çok akademik çalışmanın yapılması ve yeni önerilerin geliştirilmesi gerektiği belirlenmiştir