Gifted education in Turkiye from the perspectives on Science and Art Centers (SAC): issues and suggestions

Abstract

There are substantial expectations from gifted students while countries design the framework of their long-term programs. In this sense, developing countries like Turkey tend to comprehensive investments in gifted education. However, there is still no comprehensive content related to this field that boosts gifted student talents significantly, especially in science education. In this respect, it is crucial to develop inclusive content that can fully satisfy the needs of these students. In this direction, SACs were established in 1995 to bring to life practice-based education for special students in three domains: painting, music, and general talent. Training is carried out in four stages; resource education, recognizing individual talents, enhancing special talents, and project-based programs. These stages proceed in parallel with the student's grade level. In-course applications are provided to students in the form of small-group studies. Despite satisfying gains, there is a risk that these institutions are gradually losing ground and turning into ordinary formal education institutions parallel to their increasing prevalence. It is important to renovate these institutions, which each administration shapes within the framework of its perspective, by presenting a comprehensive vision. Since it is not fully determined the essence of why SACs were established and the ultimate goal of these institutions, they are currently oscillating between being closed and being developed. In this context, a review study was carried out on certain controversial issues and the aim was to express the basic deficiencies in these institutions from the perspective of a SAC teacher. Within the scope of this study, the problem areas are summarized under five frames; diagnosis, teacher, student, content, and institution. Additionally, some suggestions are introduced and an educational model is described to inform policymakers.