Use of Integrated Curriculum Model (ICM) in Social Studies: Gifted and Talented Students' Conceptions


Kahveci N. G. , Atalay O.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, ss.91-112, 2015 (ESCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: Konu: 59
  • Basım Tarihi: 2015
  • Doi Numarası: 10.14689/ejer.2015.59.6
  • Dergi Adı: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Sayfa Sayıları: ss.91-112

Özet

Problem Statement: There have been several studies that have investigated curricular interventions for gifted students to address their educational needs. For most courses and disciplines, a standard curriculum may not be sufficient for the majority of gifted students. Here, among other curricular efforts in the education of the gifted, an Integrated Curriculum Model (ICM)--which can be assumed to be responsive because of the interrelated dimensions of its structure and its dimensions such as an epistemological concept, advanced content, and the process-product--was assessed to address different aspects of gifted children. In literature, propositions of social studies curricula and instruction for gifted and talented learners indicate the necessity for the implementation of programs projected in the Integrated Curriculum Model (ICM). A review of the literature on social studies and gifted education also indicates that it may be important to study the lack of implementations for gifted and talented learners in the area of social studies by highlighting students. thoughts in an implemented curriculum unit.