Karabacak, KartalBaşar, DilaraGeçgil, Hatice ZeynepKömürcü, Hatice Nur2022-10-212022-10-212021http://hdl.handle.net/11693/110738This work is a student project of the Department of History, Faculty of Economics, Administrative and Social Sciences, İhsan Doğramacı Bilkent University.Ankara: İhsan Doğramacı Bilkent Üniversitesi İktisadi, İdari ve Sosyal Bilimler Fakültesi, Tarih Bölümü, 2021.The History of Turkey course (HIST200) is a requirement for all Bilkent undergraduates. It is designed to encourage students to work in groups on projects concerning any topic of their choice that relates to the history of Turkey. It is designed as an interactive course with an emphasis on research and the objective of investigating events, chronologically short historical periods, as well as historic representations. Students from all departments prepare and present final projects for examination by a committee, with 10 projects chosen to receive awards.Includes bibliographical references (pages 18-20).Üstün zekâ ve üstün yetenek kavramları genel kanının aksine birbirinden ayrı kavramlardır. Zekâ, problem çözme kapasitesi iken; yetenek bir şeyleri anlama ya da yapabilmebecerisidir. Türkiye’de ise 1940’lı yıllardan başlayarak günümüze kadar olan süreçte üstünyetenekli çocukların eğitimi adına birçok gelişme olmuştur. Bu gelişmelerden ilki Ulusal Bireysel Zeka Testinin geliştirilmesidir. Ardından, gelişmeleri fen ve matematik alanındaüstün yetenekli çocukları eğitmeyi amaçlayan ilk Fen Lisesinin kurulması takip etmiştir. Sonraki yıllarda ise güzel sanatlar alanına yönelinmiştir. Bu araştırmada yaklaşık 60yıllıkbir süreçte üstün yetenekli çocukların (ÜYÇ) eğitimi birinci ve ikinci kaynaklar ışığındaincelenmiştir.The terms superior intelligence and superior talent are actually different fromeachother contrary to how they are known to have the same definition. While intelligence has themeaning of solving problems, talent is used for understanding and being able to act uponthings. Many advancements in the education of gifted children took place in Turkeystarting from the 1940’s to our present day. The first implementation that was done was theNational Individual Intelligence test. Afterwards came the establishment of the first sciencehighschools that aimed to focus on the education of gifted children in the areas of scienceand mathematics. The following years had a propensity to work on fine arts. Inthisresearch we examined the 60 year process of the education of gifted children throughfirst and second hand sources.20 pagesTurkishCreative Commons Attribution-NonCommercial-ShareAlikehttp://creativecommons.org/licenses/by-nc-sa/4.0/Fevkalade istidat gösteren çocuklarÜstün kabiliyetliÜstün zekaÖkelik(dahilik) ve üstün yetenekEğitimÖzel eğitimStudent ProjectSPB4010