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

Kahveci N. G., Atalay Z. Ö.

EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, no.59, pp.91-112, 2015 (Scopus, TRDizin)

  • Publication Type: Article / Article
  • Publication Date: 2015
  • Journal Name: EURASIAN JOURNAL OF EDUCATIONAL RESEARCH
  • Journal Indexes: Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.91-112
  • Istanbul University-Cerrahpasa Affiliated: No

Abstract

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.

Purpose of the Study: This study examines students? thoughts on a

differentiated social studies unit based on the ICM and its instruction. The

aim of the study is to identify gifted students? conceptions when the

Integrated Curriculum Model is used in social studies.