Development of guidance materials to be used in guidance to physics, chemistry and biology fields from the science and art center's individual talent recognition programme

The main purpose of this study is to develop a multidimensional guidance material to be used in the process of directing students who continue the Individual Talents Recognition (BYF) program in Science and Art Centers (BİLSEM) to the fields of physics, chemistry and biology in the next stage of the Special Talents Development (ÖYG) program and to evaluate the applicability of this material. In the study, "Technical/scientific/collaborative action research" approach, one of the types of action research, was preferred. A guidance material consisting of 6 sections (physics, chemistry and biology interest checklists, engineering design process activities, cognitive process skills activities, mind maps, in-class experimental and modeling activities, intelligence games) was developed to be used in directing BİLSEM BYF program students to the ÖYG program. The activities in the guide material were used as data collection tools. In addition, semi-structured interviews were conducted with the teachers in order to determine the interests and abilities that the Physics, Chemistry and Biology field teachers in the ÖYG program expect the students to have, the methods applied by BİLSEM science teachers in directing the students in the BYF program to the ÖYG program, and the performances of the students who were directed to the field in line with the guidance material developed after the application. Within the scope of the research, applications were carried out with 14 students studying at one of the BİLSEM's in Trabzon city.Individual evaluations were made for each student regarding student orientations. The findings supported by teacher interviews revealed that the guidance material not only objectified the orientation decisions but also systematically supported the teachers' observations. According to teachers' views, the material provided an opportunity to simultaneously assess students' interests, skills and academic potential. In addition, it was stated that students were in emotional and cognitive harmony with the chosen field. As a result of the study, it was determined that the material provided the opportunity to measure not only students' cognitive performance but also their affective characteristics such as interest, attitude and creativity and was effective in the selection of the field. In this respect, it can be said that the study offers a functional and innovative model that can be used in the transition process of BYF-ÖYG