It is pointed out that the discussions about gifted tend to increase in national and international area in the last quarter of the century. Special practices, symposiums, publications, institutions, undergradu-ate and graduate programs have been prepared with the parallel to these discussions and it is said that these children have been lost so far. Alfred Binet (b.1857-d.1911) who stated his concerns about using IQ test which is formed in 1904 for children having learning difficulty as a labeling instrument (Gould, 1996). Topçu (1960) stated that a genius could not be tested, on the contrary it was a malter of insight. Leading Turkish philosopher Farabi (b.872-d.951) claims that being intelligent as a fact which requires not only being intelligent necessarily but also it needs moral intellect. When discourses about gifted are analyzed, by conforming Topçu and Farabi like Binet, the statements like not wasting gifted in masses, labelling, seeing gifted children as a vital capital for the county and necessity of increasing special implementa-tion is likely to be often encountered. In practice, although children with disability do not have schools that are equipped with necessary physical facilities in Turkey, gifted children are provided with oppor-tunities in Bilim Sanat Merkezleri (Science and Art Centers) that are not sustainable in terms of humanity, and provide comfort and one to one attention. In short when all above mentioned issues are taken into consideration, the need for presenting a critical perspective is obvious. This study is an ontological questioning attempt in the intellect-human-society contexts.

This review focuses on the recent studies on groupthink phe-nomena which often occur in group decision making. These groups tend to ignore alternative ideas and not to criticize or to evaluate their ideas. The antecedents of this phenomenon are the strong pressure by either group leader or outside event, ignorance of alternative ideas, and high group cohesion. Groupthink symptom leads to low quality of decisions and productivity in decision making groups. A preventive technique, devil’s advocacy, has been suggested to increase alternative ideas to those suggested in decision making groups (Janis, 1972). This review highlights some recent experiments about the effectiveness of devil’s advocacy in the literature and provides a broad review including some comparisons between devil’s advocacy and other techniques.

The aim of this study is to put forth the thoughts of secondary school students on war and peace concepts. The study is based on in-terview method. The model of this study is survey model. For this aim, in seven types of schools, 10 students participated in the interview. In order to learn the knowledge and attitudes of students regarding the issues of war and peace, a semi-structured interview scale was used. When the results of the research were considered, students evaluated the concepts of war and peace with a wide perspective. For the reali-zation of the global peace, students think that income gap should be reduced and elimination of the discrimination must be done. According to students the main causes of war are that developed countries aim at invading Middle East oil sources and lack of democracy in under de-veloped countries.

The present study aims to develop a valid and reliable instru-ment for measuring students' social studies oriented academic risk ta-king behaviors. The participants were 474 secondary school students studying in Diyarbakır and Izmir 2013-2014 Education Year Fall Se-mester. Expert opinion was consulted with regard to the scale's content and face validity. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were performed in order to measure the scale's construct validity. As a result of EFA, a 21-item and a two-factor structure, which explains 33.86 % of the total variance was obtained. The emerging factors were named as the approach to taking academic risk, and the avoidance from taking academic risk. The findings obtained CFA indicated that the 21 items and two-factor structure related to social studies oriented academic risk taking scale have satisfactory goodness of fit indices. The scale's reliability coefficients were calcu-lated by means of internal consistency method. As a result of reliability analysis, it was determined that reliability coefficients were within acceptable limits. The findings of the item analyses showed that all of the items in the scale were discriminatory. In light of these findings it could be argued that the scale is reliable and valid and can be used in order to test students' social studies oriented academic risk taking behavior.

This study was conducted to investigate how primary school, secondary school, high school and university students use their meas-urement estimation skills and the level of rightness of their estimations. In this study, measurement estimation skills of individuals from dif-ferent levels of education were examined and the situation was de-scribed as it is. In this respect, the study utilizes the survey model. The population of the research consist of primary school, secondary school, high school, and university students studying in the province of Artvin during the academic year of 2012-2013. From this population, 4th grade of primary school, 7th grade of secondary school, 10th grade of high school, and 3rd grade of university students from the department of primary school teaching were included in the sample through maxi-mum variety sampling method. Among all these schools and grades that were determined, 20 students were selected through random sam-pling. Data were collected from these students. When the findings from the study are examined, it is understood that although levels of educa-tion vary, students’ estimation skills are not very well. Besides, it was found as a result of the study that estimations of length are closer to true values than estimations of weight in all educational levels. In addition, primary school students were found to be poorer at both length and weight estimations than students of other levels of education. From this point, it is believed that mathematics education in primary, secondary, and high schools as well as universities should be revised and estima-tion skills as well as strategies for using these skills should be taught.

Th purpose of this study was to examine the effect of value preferences of university students attending a faculty of education on their attitudes towards teaching profession. Relational screening mod-el was used in this study. The research universe consisted of 4th grade students of Marmara University Ataturk Faculty of Education. The study was conducted in the 2011-2012 academic year. The research sample comprised of 9 departments and a total of 328 students from those departments. Research data were collected by means of Schwartz’s List of Values, Attitude Scale Concerning Teaching Pro-fession, and Personal Information Form. The coefficients of correla-tions between the sub-dimensions of the list of values and the attitudes towards teaching profession varied between -0.190 and 0.324. The results of regression analysis demonstrated that the sub-dimensions of security, tradition, and power appearing in the values inventory ex-plained the attitudes towards teaching profession by 0.19.