Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel araştırma yöntemleri
[Scientific research methods] (6th edition). Ankara: Pegem Akademi.
Baykoç, N. (2011). Üstün ve özel yetenekli çocuklar ve eğitimleri [Gifted and special talented children and their
education]. In Baykoç, N. (Ed.) Özel gereksinimli çocuklar ve özel eğitim [Children with special needs and special
education] (pp. 359-384). Ankara: Eğiten Kitap.
Cakmakci, G., Leach, J., & Donnelly, J. (2006). Students' ideas about reaction rate and its relationship with
concentration or pressure. International Journal of Science Education, 28(15), 1795-1815.
JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES
IN THE WORLD
February 2016, Volume: 6 Issue: 1 Article: 03 ISSN: 2146-7463
COPYRIGHT © JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD
31
Çakır, M. (2011). Üstün yetenekli öğrencilerin “iletkenlik ve yalıtkanlık” kavramları hakkındaki zihinsel
modellerinin incelenmesi [The investigation of mental models of gifted students about the concepts
“conductivity and insulator”]. Unpublished master’s thesis, Yüzüncü Yıl University, Van.
Çalıkoğlu, B. S. (2014). Üstün zekâlı ve yetenekli öğrencilerde derinlik ve karmaşıklığa göre farklılaştırılmış fen
öğretiminin başarı, bilimsel süreç becerileri ve tutuma etkisi [The effect of differentiated science education on
the basis of depth and complexity on gifted and talented students in view of success, scientific process skills and
attitude]. Unpublished doctoral dissertation, İstanbul University, İstanbul.
Çepni, S. (2011). Bilim, fen, teknoloji kavramlarının eğitim programlarına yansımaları [The reflections of the
concepts of science and technology on the education programs]. In S.Çepni (Ed.). Kuramdan uygulamaya fen ve
teknoloji öğretimi [Science and technology teaching from theory to practice] (10th edition) (pp. 1-32). Ankara:
Pegem Akademi.
Dağlıoğlu, H.E. (2014). Erken çocuklukta üstün zeka/üstün yetenek [Giftedness and talentedness in early
childhood]. In A. Ataman (Ed.). Üstün zekalılar ve üstün yetenekliler konusunda bilinmesi gerekenler [What has
to be known about the education of gifted and talenteds] (1st Edition) (pp. 47-81). Ankara: Vize Yayıncılık.
De Jong, O. and Talanquer, V. (2015). Why is it relevant to learn the big ideas in chemistry at school? In Eilks, I.
& Hofstein, A. (Eds.). Relevant chemistry education – from theory to practice (pp. 11–31). Rotterdam: Sense
Publishers.
Doğan, Z. (2007). İlköğretim düzeyindeki öğrencilerde ve üstün yeteneklilerde kavram gelişimi: buharlaşma,
yoğunlaşma ve kaynama kavramları [Concept development at the primary level and the gifted students: the
concepts of evaporation, condensation and boiling]. Unpublished master’s thesis, Karadeniz Teknik University,
Trabzon.
Driver, R. and Erickson, G. (1983). Theories-in-action: some theoretical and empirical issues in the study of
students' conceptual frameworks in science. Studies in Science Education, 10, 37–60.
Eilks, I. and Hofstein, A. (2015). From some historical reflections on the issue of relevance of chemistry
education towards a model and an advance organizer – A prologue In Eilks, I. and Hofstein, A. (Eds.). Relevant
chemistry education from theory to practice (pp.1-10). Rotterdam: Sense Publishers.
Ercan, F. (2013). Fen alanında üstün yetenekli öğrencilerin tanılanmasına yönelik bir model geliştirme önerisi
[Proposal for a model development in diagnosing of gifted students in the field of science]. Unpublished
doctoral dissertation, Abant İzzet Baysal University, Bolu.
Gabel, D. (1999). Improving teaching and learning through chemistry education research: a look to the future.
Journal of Chemical Education, 76(4), 548-554.
"Giftedness" - myths & misconceptions. (n.d.). Retrieved December 02, 2014, from
http://www.giftedkids.ie/myths.html.
Holbrook, J. (2005). Making chemistry teaching relevant. Chemical Education International, 6(1), 1-12.
Kanlı, E. (2008). Fen ve teknoloji öğretiminde probleme dayalı öğrenmenin üstün ve normal zihin düzeyindeki
öğrencilerin erişi, yaratıcı düşünme ve motivasyon düzeylerine etkisi. Unpublished master’s thesis, İstanbul
University, İstanbul.
Karasar, N. (2008). Bilimsel araştırma yöntemi [Scientific research method] (18th edition). Ankara: Nobel
Yayıncılık.
JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES
IN THE WORLD
February 2016, Volume: 6 Issue: 1 Article: 03 ISSN: 2146-7463
COPYRIGHT © JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD
32
Kocakülah, M. S. (1999). A study of the development of Turkish first year university students’ understanding of
electromagnetism and the implications for instruction. Unpublished doctoral dissertation, University of Leeds,
Leeds, United Kingdom.
Novak, J.D. (1977). A theory of education. Ithaca: N. Y. Cornell University Press.
Özmen, H. (2003). Kimya öğretmen adaylarının asit ve baz kavramlarıyla ilgili bilgilerini günlük olaylarla
ilişkilendirebilme düzeyleri [Chemistry student teachers’ levels of linking their knowledge with daily life about
acid and base concepts]. Kastamonu Eğitim Dergisi [Kastamonu Education Journal], 11(2), 317-324.
Sak, U. (2014a). Üstün zekalılar özellikleri tanılanmaları eğitimleri [Gifteds, their characteristics, identification,
education] (4th edition). Ankara: Vize Yayıncılık.
Sak, U. (2014b). ÜYEP modeli: Üstün yeteneklilerin eğitimi akıl oyunları değildir [UYEP model: gifteds’ education
is not mind games]. Presented as panel report at the 4. Ulusal Üstün Zekalı ve Yeteneklilerin Eğitimi Konferansı
[4th National Gifted and Talenteds’ Education Conference]. İstanbul, İstanbul University.
Talanquar, V. (2006). Commonsense chemistry: a model for understanding students’ alternative conceptions.
Journal of Chemical Education, 83(5), 811-816.
Ürek, H. and Arıkıl, G. (2011). Comparison of intellectually gifted and non-gifted students in term of their
perceptions of science via drawings. 2nd International Conference on New Trends in Education and Their
Implications Proceedings Book (pp. 579-586), Ankara: Siyasal.
Ürek, H. (2012). Üstün zekâlı olan ve olmayan ilköğretim öğrencilerinin fene ve bilime karşı algı ve tutumlarının
karşılaştırılması [Comparison of intellectually gifted and non gifted students’ perceptions and attitudes toward
science].Unpublished master’s thesis, Balıkesir University, Balıkesir.
Ürek, H. and Arıkıl, G. (2013). A look at dissertations related to gifted students in turkey between the years:
1995-2011. International Journal of New Trends in Arts, Sports & Science Education, 2(2), 21-26.
Ürek, H. and Dolu, G. (2013). Approaches of intellectually gifted and non-gifted students towards the science
course. Journal of Gifted Education Research, 1(3), 184-198.
Vural, S. (2010). Yapılandırmacı yaklaşıma uygun geliştirilen etkinliklerin üstün yetenekli öğrencilerin kavramları
anlamalarına etkisi: “erime, donma, buharlaşma, kaynama ve yoğuşma” [The effect of activities developing
based on the consructivist approach on the gifted students’ understanding of concepts: “melting, freezing,
evaporation, boiling and condensation”]. Unpublished master’s thesis, Karadeniz Teknik University, Trabzon.
Yadigaroğlu, M. and Demircioğlu, G. (2012). Kimya öğretmen adaylarının kimya bilgilerini günlük hayattaki
olaylarla ilişkilendirebilme düzeyleri [The level of chemistry student teachers of relating their chemistry
knowledge to events in daily life]. Journal of Research in Education and Teaching, 1(2), 165-171.
Yıldırım, A. and Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri [Qualitative research methods in
social sciences] (6th edition). Ankara: Seçkin Yayıncılık.
Yiğit, N., Devecioğlu Y., & Ayvacı., H. (2002). İlköğretim fen bilgisi öğrencilerin fen kavramlarını günlük
yaşamdaki olgu ve olaylarla ilişkilendirme düzeyleri. Paper presented at V. Ulusal Fen ve Matematik Eğitimi
Kongresi [5th National Science and Mathematics Education Congress]. Middle East Technical University,
Ankara.
Thank you for copying data from http://www.arastirmax.com
