___

• Barrington, E. (2004) Teaching to student diversity in higher education: how multiple intelligence theory can help. Teaching in Higher Education, 9(4), 421-434.
• Baykoç, N. (2011). Üstün ve özel yetenekli çocuklar ve eğitimleri [Gifted and special talented children and their education]. In N. Baykoç [Ed.] (2011). Özel gereksinimli çocuklar ve özel eğitim [Children with special needs and special education]. Ankara: Eğiten Kitap, pp. 367.
• Bulut, İ. (2010). Türkiye'de üstün zekâlı çocuklar örneğinde erken yaşta yabancı dil olarak ingilizce öğretimi [Teaching English as a foreign language to young learners in Turkey in the case of gifted children]. Unpublished PhD Thesis, İstanbul University, İstanbul.
• Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences] (11th ed.) Ankara: PegemA, pp. 156-158.
• Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel araştırma yöntemleri [Scientific research methods] (6th ed.). Ankara: Pegem Akademi, pp. 89-231.
• Çalık, B., & Birgili, B. (2013). Multiple intelligence theory for gifted education: criticisms and implications. Journal for the Education of the Young Scientist and Giftedness, 1(2), 1-12.
• Chan, D. W. (2004) Multiple intelligences of chinese gifted students in hong kong: perspectives from students, parents, teachers, and peers. Roeper Review, 27(1), 18-24.
• Chan, D. W. (2005). Perceived multiple intelligences and learning preferences among chinese gifted students in hong kong. Journal for the Education of the Gifted, 29(2), 187–212.
• Chan, D. W. (2006). Perceived multiple intelligences among male and female chinese gifted students in hong kong: the structure of the student multiple intelligences profile. Gifted Child Quarterly, 50(4), 325-338.
• Çöllüoğlu Gülen, Ö., & Özdemir, S. (2013). Veri madenciliği teknikleri ile üstün yetenekli öğrencilerin ilgi alanlarının analizi [Analysis of gifted students’ interest areas using data mining techniques]. Journal of Gifted Education Research, 1(3), 213-226.
• Demirel, Ö., Başbay, A., & Erdem, E. (2006). Eğitimde çoklu zeka kuram ve uygulama [Theory and practice for multiple intelligences in education]. Ankara: PegemA, pp. 13-155.
• Eryiğit, D. (2014). Kitap incelemesi: Üstün Yetenekli Çocukları Anlamak: Üstün Yetenekli Çocuklar Sarmalında Aile, Eğitim Sistemi ve Toplum Yazar: Faruk LEVENT [Book review: Understanding Gifted Children: The Helical of Gifted Children in Family, Education System and Society. Author: Faruk LEVENT]. Journal of Gifted Education Research, 2(1), 88-91.
• Fasko, D. (2001) An analysis of multiple intelligences theory and its use with the gifted and talented, Roeper Review, 23(3), 126-130.
• Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
• Gardner, H. (1999). Intelligence reframed: multiple intelligence for the 21st centrury. Ny: Basic Books.
• İflazoğlu Saban, A. (2011). An evaluation of the teaching activities implemented in the elementary science and technology courses in terms of multiple intelligence theory: a sample from adana. Educational Sciences: Theory & Practice, 11(3), 1641-1649.
• Kahraman, S., & Bulut Bedük, Ş. (2014). Üstün yetenekli/zekâlı 6., 7., 8. sınıf öğrencilerinin çoklu zekâ alanlarının bazı değişkenlere göre incelenmesi [A study of multiple intelligences in 6th-7th-8th grade gifted students]. Journal of Gifted Education Research, 2(1), 58-73.
• Koura, A. A., & Al-Hebaishi, S. M. (2014). The relationship between multiple intelligences, self- efficacy and academic achievement of saudi gifted and regular intermediate students. Educational Research International, 3(1), 48-70.
• Ministry of Development. (2013). İllerin ve bölgelerin sosyo-ekonomik gelişmişlik sıralaması araştırması [The research of socio-economic development index of provinces and regions]. Retrieved October 2, 2014 from http://www.kalkinma.gov.tr/Lists/Yaynlar/Attachments/548/SEGE-2011.pdf
• Ministry of National Education. (2009). Bilim ve sanat merkezleri yönergesi [Directory for science and art centres]. Retrieved November 17, 2014 from http://mevzuat.meb.gov.tr/html/2593_0.html
• Özmen, H. (2012). Öğrenme kuramları ve fen bilimleri öğretimindeki uygulamaları [Learning theories and applications in science teaching]. In S. Çepni [Ed.] Kuramdan uygulamaya fen ve teknoloji öğretimi [Science and technology teaching from theory to practice] (10th ed.). (pp.33-98). Ankara: PegemA.
• Reid, C., & Romanoff, B. (1997). Using multiple intelligence theory to identify gifted children. Educational Leadership, September, 71-74.
• Saban, A. (2009). Content analysis of turkish studies about the multiple intelligences theory. Educational Sciences: Theory & Practice, 9(2), 859-876.
• Tuğrul, B., & Duran, E. (2003). Her çocuk başarılı olmak için bir şansa sahiptir: zekanın çok boyutluluğu çoklu zeka kuramı [Every child has a chance to be successful multi-dimention of intelligence multiple intelligence theory]. Hacettepe University Education Faculty Journal, 24, 224-233.
• Ün Açıkgöz, K. (2012). Aktif öğrenme [Active learning] (12th ed.). İzmir: Biliş, pp. 287-289.
• VanTassel-Baska, J., & Brown, E. F. (2007). Toward best practice: an analysis of the efficacy of curriculum models in gifted education. Gifted Child Quarterly, 51(4), 342-358