Abstract
The Gifted and talented students who have a superior potential compared to their peers need a differentiated curriculum. It is considered that the talent domain, potential of intelligence, interest, and development status of the gifted and talented students should be determined, and the curriculum which is to be applied should be differentiated. In this respect, the purpose of the study is to differentiate the social studies curriculum of 4th, 5th, 6th and 7th grades in line with the characteristics, academic, cognitive, and affective expectations of gifted and talented students. In the study, the social studies curriculum is differentiated with the integrated curriculum differentiation method. The document review method, which is one of the qualitative research methods, was used in the data collection process of the study. The content analysis method was used when analyzing the data. A differentiation strategy was determined for the whole class level and for each learning domain separately in accordance with the general characteristics of gifted and talented students, The determined differentiation strategy is composed of affective domain and value objectives, along with thinking, study, and creativity skills. Based on differentiation strategies, cognitive domain, affective domain, value, and skill objectives were determined. Enrichment and reduction practices were made by retaining the present achievements in the curriculum. In the curriculum, in which 68 achievements were differentiated in total, students' creativity, innovation, study and thinking skills, and awareness for national components and social values were prioritized. Social studies curriculum in line with the integrated curriculum model is thought to be an original and framework model for teaching social studies to gifted and talented students.
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