KNOWLEDGE LEVELS OF SCIENCE AND CLASSROOM TEACHERS ABOUT GIFTEDNESS CONCEPT

This study aims to examine the knowledge levels of class and science teachers in primary schools about the education of gifted and talented children. As the sample in this study, 55 classroom teachers and 40 science teachers working at the city of Amasya in Turkey were selected, which was conducted within the scope of case study methodology. A test concerning the characteristics of gifted and talented children and a semi-constructed interview method were used in the collection of data. Considering the findings obtained, it can be stated that classroom teachers have a higher level of knowledge than science teachers do. In addition, it cannot be stated that classroom teachers have sufficient levels of knowledge about the education of gifted and talented children. Insufficiency in both teacher groups is considered to be due to the absence of any training concerning the concept of giftedness and the characteristics of these students in pre-service and in-service training processes in the past. In order not to have any hitches in the process for identification of gifted and talented children, studies should be made with respect to improving the knowledge levels and qualities of candidate teachers and the teachers on duty about the characteristics of gifted and talented children.