Bilim ve Sanat Merkezi ret‐menlerinin üstün ve zel Yetenekli renciler i in Tasarlanan Do a ve Bilim Kamp Hakk nda G rü leri (Perceptions of Science and Art Centers’ Teachers about a Nature and Science Camp Designed for Gifted and Talented Students)

SummaryPurpose and significance: According to Kirk and Gallagher (1989) "gifted and talented" means children who have high performance capability in one or more areas such as leadership ability, creative, artistic, or intellectual or in specific academic fields, and who require service or activities not ordinarily provided by the school in order to fully develop such capabilities (cited in Y lmaz and aylak, 2009). Considering the positive outcomes of gifted education programs and based on educational conditions in Turkey, SAC programs were designed for the gifted in Turkey. The first SAC was established in 1992 (D nmez, 2004). Since then, 59 SACs have been established, and as of 2010, these programs serve 6,942 gifted children (BSM DR, 2010). These programs have significant effects on gifted students' science achievement (Y lmaz and aylak, 2009), but also have many problems, such as those related to corporate governance problems, inadequate physical infrastructures, and teacher training for special education (G kdere and epni, 2003). The aim of this study was to investigate teachers’ perceptions about the effectiveness of a nature science camp, including the nature of science activities on GT’s education. Method: The sample of the study included 10 voluntary teachers working in three SACs. As the participants, they were observers in the nature and science camp. Action research was used to carry out the study. Action research is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taken, and, finally, problem redefinition (Johnson, 1993, p.1). The researcher designed a nature and science camp project aiming at teaching the nature of science while developing gifted students’ social skills through several engaging activities. The designed project included nature of science activities, science experiments, observing the nature, sky, cave, and coal mine. Six instructors from three universities and two teachers from one SAC trained 30 gifted primary students from three cities in a one-week science camp. The teachers who were the participants of the study were observers in the nature and science camp. Qualitative methods were used to collect data. Two methods of data collection were carried out: a semi-structured interview which included six open-ended questions and a focus group interview with two teachers. Data were analyzed using qualitative content analysis method by coding and creating categories and themes.Results: The findings about teachers' perceptions of the nature and sci