[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602822-105":59,"doc-detail-602822-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","gifted-students-analogies-towards-science-and-arts-centres","Gifted Students’ Analogies towards Science and Arts Centres","","The study investigates gifted students’ analogical perceptions of Science and Arts Centres (SACs) using a qualitative design. Fourth- and fifth-grade students selected via purposive sampling responded through an interview form developed by the researchers. Content analysis examined students’ analogies between SACs and eight themes, with justification. Results show notably positive perceptions aligned with MoNE goals, often associating SACs with fast cars, strategic games, warm clothes, self-sacrificing occupations, patience, courses, relatives, world literature stories, and 19th–20th century scientists.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gifted-students-analogies-towards-science-and-arts-centres/602822/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/gifted-students-analogies-towards-science-and-arts-centres/602822.png","ImageObject",300,407,{"name":92,"@type":93},"dabgoudw","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What method was used to study gifted students’ perceptions of Science and Arts Centres?","Question",{"text":112,"@type":113},"A qualitative research method was employed. Data were collected through interviews using a form developed by the researchers and analyzed via content analysis.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were participants and analogies collected in the study?",{"text":117,"@type":113},"Fourth- and fifth-grade gifted students selected through purposive sampling were asked to make analogies between SACs and eight themes, providing justifications for their choices.",{"name":119,"@type":110,"acceptedAnswer":120},"What overall perceptions did gifted students have about SACs?",{"text":121,"@type":113},"The content analysis indicates gifted students held quite positive perceptions of SACs. Their responses suggested that SACs fulfill the goals and objectives identified by MoNE.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602822,1792191022,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Gifted Students’ Analogies towards Science and Arts Centres*  \nAdem DOĞAN1  \nKahramanmaraş Sütçü İmam University  \nSeyhan PAYDAR2  \nHacettepe University  \nAbstract  \nThis study investigated the gifted students’ analogical perceptions of science and arts centres (SACs) . Qualitative research method has been adopted. The data were collected from 4th and 5th graders selected through the purposive sampling through an interview form developed by the researchers. The participant students’ analogical expressions for SACs were analysed through the content analysis method. The students were required to make analogies between SACs and eight themes ([e.g. cars](e.g. cars), games, occupations, clothes, subjects, stories, scientists and relatives) by justifying them. The content analysis results of their responses indicated that the gifted students held quite positive perceptions of SACs and that these centres fulfil the goals and objectives identified by MoNE. SACs were mostly compared to speedy cars, challenging games that require use of mind and strategic thinking, warm clothes, occupations that require self-sacrifice, patience and dedication, numerical courses, close relatives, the most popular stories/ tales of the world literature and the scientists most of whom lived in 19th and 20th century. This study is important in terms of pointing out that there is a positive relationship between the attitudes of SAC students towards educational institutions and their academic success.  \nKeywords: Gifted Students, Analogy, Science and Arts Centre, Special Education  \nDOI: 10.29329/epasr.2020.270.15  \n*Some findings ofthis research were verbally presented during 6th National Congress on Training of the Gifted, held in Istanbul, Turkey on October 10-12, 2019.  \n1Assist. Prof. Dr., Faculty of Education, Kahramanmaraş Sütçü İmam University, Kahramanmaraş, Turkey, ORCID: 0000- 0001-6952-7415  \nCorrespondence: [aademdogan@gmail.com](aademdogan@gmail.com)  \n2  \nDoktorant, Faculty of Education, Hacettepe University, Ankara, Turkey, ORCID: 0000-0001-5165-2509 Email: [spaydar@hacettepe.edu.tr](spaydar@hacettepe.edu.tr)  \nIntroduction  \nSustainable development of the countries substantially depends on the quality of education provided to gifted students. Gifted children are those whose potential is distinctly above average in one or more of the following domains of human ability: intellectual, creative, social and physical (Gagné, 2003) . They are also identified as those with a Full-Scale Intelligence Quotient (FSIQ) score higher than 130 and whose learning speed and levels differ from their peers and among the groups of students who need special training. Due to the complex and multifaceted nature of the subject, there is no consensus on the definition of “gifted students”. Those which were grounded only on one criterion such as high intelligence has been gradually replaced by the definitions based on multiple criteria (Davaslıgil,1991) . They are defined as individuals who are qualified to carry out high-level work and superior than their peers in any academic field (Çağlar, 1986) and who exhibit higher-than-expected behaviours (Doğan & Çetin, 2018; Sak, 2010) . In Turkey, they are described as ‘academically talented individuals with more competence in creativity, arts and leadership who learn faster than their peers, who are able to understand abstract ideas, who like to behave independently and who display high performance’(Ministry of National Education, 2016, p. 2) . These students have superior reasoning, critical thinking, problem solving and planning skills when compared to their peers (Sak, 2010; Gallagher, 2008; Renzulli, 1999) . They are also able to develop different strategies to achieve a goal, to answer unexpected questions promptly and skilfully, to produce original ideas, to recall what they learned for a long time and to have a vivid imagination (Altıntaş, 2009; Davaslıgil, 1991) . The aforementioned qualifications of the gifted stude","cbCaifYfJSF7wXBz","https://ap.wps.com/l/cbCaifYfJSF7wXBz","pdf",316266,26,"English","# Abstract\n# Introduction\n## Definition and characteristics of gifted students\n## Science and Arts Centres (SACs) in Turkey\n## Prior research on students’ perceptions of educational institutions\n## Research motivation for SACs","[{\"question\":\"What method was used to study gifted students’ perceptions of Science and Arts Centres?\",\"answer\":\"A qualitative research method was employed. Data were collected through interviews using a form developed by the researchers and analyzed via content analysis.\"},{\"question\":\"How were participants and analogies collected in the study?\",\"answer\":\"Fourth- and fifth-grade gifted students selected through purposive sampling were asked to make analogies between SACs and eight themes, providing justifications for their choices.\"},{\"question\":\"What overall perceptions did gifted students have about SACs?\",\"answer\":\"The content analysis indicates gifted students held quite positive perceptions of SACs. Their responses suggested that SACs fulfill the goals and objectives identified by MoNE.\"}]","Gifted Students’ Analogies towards Science and Arts Centres | PDF",1792095295,66]