Abstract
The main factor in the emergence of this research is that the current educational materials prepared for gifted students are not based on a theoretical basis, curriculum differentiation and models are not taken into consideration in the preparation of activities for gifted students, gifted education principles are not reflected in the curricula, and applications related to gifted students are not monitored and evaluated. This study aims to examine the activities included in the supplementary course materials prepared for Science and Technology in Science and Art Centers according to the Maker-Banks Differentiated Instruction Assessment Model. In line with the research objective, a total of 31 activities in the field of science and technology were examined for students included in the support education program prepared in 2022 by the Directorate General of Special Education and Guidance Services. The "Instruction Program Evaluation Form According to the Maker-Banks Model" was used as the data collection tool. It was concluded that the activities included in the supplementary course materials prepared for Science and Technology in Science and Art Centers do not meet the content and process conditions according to the Maker-Banks Differentiated Instruction Assessment Model. It was found that the activities met the conditions of economy, reasoning, teaching pace, openness, exploratory learning, higher-order thinking, real-life problems, and product evaluation. When new activities and materials are prepared for gifted students, the criteria that were weak in the Maker-Banks Model in this study can be strengthened. The qualities of the prepared activities can be evaluated according to the criteria in the Maker-Banks Model. It is believed that this study will pave the way for new studies by evaluating activities prepared for areas other than science and technology and for different grade levels according to the criteria in the Maker-Banks Model.
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