TKT 7-11 Sonuçlarına Göre Üstün Yetenekli Öğrencilerin Yetenek Alanlarının Analizi

Introduction Intelligence may be narrowly defined as the capacity to acquire knowledge and understanding, and use that knowledge and understanding in different, novel situations. It is this ability or capacity that enables the individual to deal with real situations and profit intellectually from sensory experience. A test of intelligence is designed to formally study, under test conditions, the success of an individual in adapting to a specific situation. Scores from standardized intelligence tests (IQ scores) are often used to define one’s intelligence level. It is, however, becoming increasingly accepted that these tests do not reveal the complete picture, providing only a snapshot of a person’s ability in the area under examination so that, for example, someone who has scored highly on a verbal test can only be said to have a high verbal IQ and someone who has scored highly on a mathematical test can only be said to have a high numerical IQ. Obviously, therefore, the more different types of disciplines that are tested and examined, the more accurately the intelligence level of the individual can be assessed. An IQ-based notion of giftedness is admirably clear and can be precisely assessed. The assessment methods of giftedness have been expanded greatly since the early part of the century in most Western countries. IQ tests must be reliable and must show that they assess intelligence adequately, almost always in reference to a criterion test such as the Stanford- Binet. To explicitly reveal the special capacities of gifted and talented children, a sound knowledge of their development features is required. Recognition of the ability fields of gifted and talented child makes possible to help that child reach higher levels in a healthy and successful developmental environment. There are many different types of intelligence tests; however, a typical IQ test might consist of different sections, each testing a different ability usually comprising verbal reasoning, numerical ability and diagrammatic, or spatial, reasoning. Identification of students’ areas of ability is of great importance in understood in individual differences and individual students’ learning styles. These data are convenient for teachers in planning the learning process, organizing the learning environment, observing students' progress and helping to develop students’ potential. The purpose of this study is to analyze the skills of the gifted and talented students attending the Science and Art Centres according to theirTKT7-11test results. For this purpose, answers to the following questions were sought: 1) At what level did the gifted students score on the TKT7-11? 2) How are the abilities of the gifted students ranked according to their answers to the questions of the TKT 7-11? 3) Do the gifted students' abilities according to the TKT 7-11results differ in terms of the variables of gender, place of residence and age? Method The purpose of this research is to analyze the ability fields of the gifted students according to the results of the TKT 7-11 test. The study was carried out in a survey model. The research population was considered as a study group. The study was conducted on 243 gifted students who attend to Giresun Science and Art Centre in accordance with the IQ tests results which applied from 2007 to 2013. The frequency, percentage, mean and standard deviation scores obtained from the study group’s answers to questions on the TKT 7-11 test were analyzed. Independent t-test and ANOVA were used to determine the differences between the variables. Findings A significant portion of the gifted students who participated in the study gave the correct answer to at least 80% of the questions on the TKT 7-11 test. The ability fields of gifted students based on their responses to questions on the TKT 7-11 test are ranked in the order of distinctiveness, language skills, reasoning, number skills and shape-space ability. According to the independent t-test results between the scores related to the ability fields of the surveyed students showed statistically significant differences in terms of the variables of gender and place of residence in the "Reasoning" sub-dimension and in terms of the variable of age in the ‚Reasoning" and "Shape-Space Capability" sub-dimensions. The ANOVA results indicated statistically significant differences in terms of the variable of age in the language skills, reasoning, number skills and shape-space ability sub-dimensions. Research reveals that gifted and talented students' cognitive and affective skills are more advanced than their peers, and that these abilities vary according to age. Conclusions Special attention should be paid to educating gifted students in ability fields determined according to TKT 7-11 test results to ensure appropriate education programs compliant with students ‘physical, mental and emotional development. Gifted students who continue their education in the district centre schools and villages should be closely monitored for the development of talent fields, and guidance should be provided to their parents and teachers. The methods and the types of testing used to determine the talents of gifted students should be improved, and the teachers who guide students in test-taking should be selected carefully. IQ tests scores are often used to define gifted and talented children’s intelligence level. However, they have different skills. So they must be educated in accordance with capability areas. Discussion and Implications Research has shown that more than half of gifted students correctly answered at least 80% of the questions contained in the TKT 7-11 test. The findings obtained from this study indicated that 80% of the questions that measure language ability were answered a high level by gifted students, a higher result than for questions measuring other ability fields. Gifted students’ high scores in distinctiveness and in reasoning abilities indicate a significant positive relationship between the intelligence associated with reasoning and distinctiveness. According to the results of this study, the distinctiveness in the questions measuring shapespace ability is relatively higher than in questions measuring other ability areas. The independent t-test results showed statistically significant differences in terms of gender and place of residence, in that female students and students living in the city centre were more likely to score higher in reasoning ability. The methods and the questions on the tests that are used to determine gifted students should be updated, the distinguishing characteristics and test questions should be strengthened, and the selection and training of teachers who guide students in taking the tests should be treated more carefully. There is room for further qualitative researching the area of identifying gifted and talented children identifying abilities. Further research should also be conducted on the factors leading to the development of giftedness.