EXAMINING THE STUDIES ON SCIENCE EDUCATION IN GIFTED/TALENTED INDIVIDUALS IN THE LAST 5 YEARS

Abstract

Modern times are characterized by a daily rate of new scientific and technological advances. People who can stay up to date with developing advancements and even incorporate them into daily life are needed. This will only work if the appropriate groups and instructional strategies are used. Gifted and exceptionally talented individuals hold a significant position in society and are vital groups in special education because they frequently require customized instruction. By emphasizing the relationship between science education and special education and considering the methodologies, data collection tools, findings, and other noteworthy aspects of recent research in the field, the current study seeks to evaluate the importance of integrating these two domains. This study was carried out as a review of the literature. In this context, 45 articles with the keywords "Gifted/Special Talent", "Science", "Gifted/Talented Students", and "Science" in the literature between January 2019 and May 2024 were examined within the scope of the study. During the selection of the studies, current databases such as Google Scholar, Dergipark, Core, DOAJ, and Web of Science were used. While examining the studies, the “Article Review Form” created by the researchers was used. As a result of the examinations, it was determined that there were more Turkish publications and that there was an equal tendency in terms of the method used. While the scanning and phenomenology research design was preferred more, t-test and content analysis were mostly used as data analysis methods. Depending on the method, it was determined that scales and interviews were preferred as data collection tools. It was determined that a small sample size was tried to be preferred in sample selection, and in addition, studies were conducted for various purposes and results were obtained.

Keywords: Gifted individuals, science education, special education, document review.

Ethics and Conflict of Interest

This study was presented as an oral presentation at the UBAK 4^th National Scientific Research Congress. The authors declare that the work is written with due consideration of ethical standards. The authors declare that they have no competing interests.

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Studies Reviewed

M1. Ugulu, İ. (2021). Traditional environmental knowledge and gifted students as two important sources of social memory: gifted students’ attitudes towards traditional knowledge. European Journal of Education Studies, 8(7), 100-112. DOI: 10.46827/ejes.v8i7.3804

M2. Kalaycı, S., & Coşkun, M. (2020). Determination of gifted/talented students’ interest in science subjects in terms of some variables. Journal of Gifted Education and Creativity, 7(1), 1-9.

M3. Kalik, G., & Kırındı, T. (2022). Fen bilimleri dersinde okul dışı stem etkinliklerinin üstün/özel yetenekli öğrencilerin stem’e karşı tutumlarına ve girişimcilik becerileri üzerine etkisi [The effect of out-of-school STEM activitiesin science class on attitudes of gifted and talented students to stem and their entrepreneurship skills]. Journal of Science Education, 10(1), 38-63. https://doi.org/10.56423/fbod.1058632

M4. Ağca, E., Büyük, U., & Tanık Önal, N. (2022). Fen bilimleri öğretmenlerinin üstün zekâli ve yetenekli öğrencilerle ilgili eğitim durumlari [in Turkish]. Eğitimde Yeni Yaklaşımlar Dergisi, 5(1), 1-21.

M5. Babaoğlan Özdemir, B., Akkurt, N. D., & Babaoğlan, B. (2021). Üstün yetenekli öğrencilerin bilim ve fen bilimleri kavramlarına yönelik algılarının metaforlar aracılığıyla incelenmesi [Examınıng the perceptıons of hıghly talented students about scıence and scıence concepts through metaphores]. Uluslararası Türk Kültür Coğrafyasında Sosyal Bilimler Dergisi, 6(1), 114-127.

M6. Subaşı, M. (2020). Üstün yetenekli öğrencilerin fen bilimleri dersine yönelik görüşleri: Hatay bilim ve sanat merkezi örneği [Opinions of gifted students on science lesson: example of Hatay science and art center]. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, (41), 67-81. https://doi.org/10.33418/ataunikkefd.745381

M7. Ülger, B. B., & Çepni, S. (2020). Üstün yeteneklilere özgü farklılaştırılmış sorgulama temelli fen ders modülleri: uygulamaya yönelik görüşler [in Turkish]. Journal of Individual Differences in Education, 2(2), 64-74. https://doi.org/10.47156/jide.847514

M8. Kutlu Abu, N. K. A., & Gökdere, M. (2020). Üstün yeteneklilere yönelik farklılaştırılmış fen öğretim modülü hakkında sınıf öğretmeni adaylarının kavramsal algıları ve değerlendirmeleri [Evaluations and conceptual perceptions of prospective classroom teachers related to differentiated science teaching module for gifted students]. YYU Journal of Education Faculty, 17(1), 768-798. https://doi.org/10.33711/yyuefd.751848

M9. Ateşgöz, N. N., & Bal Sezerel, B. (2023). A comparasion of scientific literacy levels of gifted and nongifted students. Anadolu University Faculty of Education Journal, 7(4), 842-858. https://doi.org/10.34056/aujef.1218043

M10. Barantes, A. K. A., & Tamoria, J. R. (2021). LARO (Learners Active Response to Operant) lessons in improving the basic science process skills of elementary pupils. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(1), 11-24. DOI: 10.22219/jpbi.v7i1.15510

M11. Levy, A. R., & Moore Mensah, F. (2020). Learning through the experience of water in elementary school science. Water, 13(1), 43. https://doi.org/10.3390/w13010043

M12. Nacaroğlu, O., & Arslan, M. (2020). Özel yetenekli öğrencilerin bilim insanı imajlarının ve bilim insanının özelliklerine yönelik görüşlerinin incelenmesi [Examining of gifted students' images of scientists and views on the characteristics of scientists]. Cumhuriyet International Journal of Education, 9(2), 332-348. DOI: 10.30703/cije.584499

M13. Balım, S., & Yürümezoğlu, K. (2023). STEAM bütünleşik öğrenme modeli üstün/özel yeteneklilerde yaratıcılığı destekler mi? [Does STEAM integrated learning model support creativity in gifted/talented students?]. The Journal of Buca Faculty of Education (55), 140-153. https://doi.org/10.53444/deubefd.1207880

M14. Yalçınkaya, I. (2023). Türkiye’de özel yeteneklilerin fen bilimleri eğitimi ile ilgili lisansüstü çalışmaların incelenmesi [Investigation of graduate studies on science education of the gifted in Turkey]. The Journal of Buca Faculty of Education (56), 326-345. https://doi.org/10.53444/deubefd.1111554

M15. Vildan, B., & Salih, Ç. (2022). A thematic content analysis of gifted and talented students in science education in Türkiye. Journal of Turkish Science Education, 19(4), 1037-1071. https://doi.org/10.36681/

M16. Şahin, E., & Yıldırım, B. (2020). Determination of the effects of stem education approach on career choices of gifted and talented students. Malaysian Online Journal of Educational Sciences, 8(3), 1-13.

M17. Akpınar, D., & Altun Yalçin, S. (2021). Exploring the effect of STEM education on the motivations and epistemological beliefs related to science among talented and gifted students. Open Journal for Educational Research, 5(2), 317-332. https://doi.org/10.32591/coas.ojer.0502.14317y

M18. Ülger, B. B., & Çepni, S. (2020). Gifted education and STEM: A thematic review. Journal of Turkish Science Education, 17(3), 443-467. https://doi.org/10.36681/

M19. Ugulu, İ. (2020). Gifted students’ attitudes towards science. International Journal of Educational Sciences, 28(1-3), 7-14. DOI: 10.31901/24566322.2020/28.1-3.1088

M20. Ugulu, İ. (2021). Quantitative research on gifted students’ scientific epistemological beliefs. MIER Journal of Educational Studies Trends and Practices, 11(2), 252–268. https://doi.org/10.52634/mier/2021/v11/i2/1683

M21. Tanik Onal, N., & Buyuk, U. (2021). Science education for gifted students: opinions of students, parents, and teachers. European Journal of Educational Sciences, 8(1), 15-32. https://dx.doi.org/10.19044/ejes.v8no1a15

M22. Önal, N. T., & Önal, N. (2021). The effect of augmented reality on the astronomy achievement and interest level of gifted students. Education and Information Technologies, 26(4), 4573-4599. DOI: 10.1007/s10639-021-10474-7

M23. Kocaman, B. (2023). The effect of coding education on analytical thinking of gifted students. International Journal of Educational Methodology, 9(1), 95-106. https://doi.org/10.12973/ijem.9.1.95

M24. Ayvacı, H. Şevki, & Bebek, G. (2023). The effect of stem-based activity designed for gifted students on students’ scientific creativity and cognitive achievement. Psycho-Educational Research Reviews, 12(2), 422–441. DOI: 10.52963/PERR_Biruni_V12.N2.05

M25. Babaoğlu, G., & Güven Yıldırım, E. (2023). The effect on gifted students’ 21st-century skills of supporting science teaching with LEGO® Education® BricQ motion essential and student opinions on this instruction. Science Insights Education Frontiers, 15(2), 2305–2324. https://doi.org/10.15354/sief.23.or216

M26. Kılıçkıran, H., & Korkmaz, Ö. (2023). The impact of stem applications on gifted primary students. Technology, Innovation and Special Education Research, 3(1), 92-123.

M27. Kutlu Abu, N. (2021). The reflections of differentiated science education for gifted students on prospective classroom teachers. Participatory Educational Research, 8(2), 280-307. https://doi.org/10.17275/per.21.40.8.2

M28. Keleş, T. (2022). A comparison of creative problem-solving features of gifted and non-gifted high school students. Pegem Journal of Education and Instruction, 12(2), 18–31. https://doi.org/10.47750/pegegog.12.02.03

M29. Ayvacı, H. Ş., Küçük, M., & Bebek, G. (2021). Özel yetenekli öğrencilerin yenilenebilir enerji kaynaklarına yönelik zihinsel modellerinin belirlenmesi [Determination of mental models of gifted students about renewable energy resources]. Pamukkale University Journal of Education, (53), 378-402. https://doi.org/10.9779/pauefd.751509

M30. Dönmez, I., Idin, S., & Gürbüz, S. (2022). Determining lower-secondary students' stem motivation: a profile from Turkey. Journal of Baltic Science Education, 21(1), 38-51. DOI: 10.33225/jbse/22.21.38

M31. Ülger, B. B., & Çepni, S. (2021). Evaluating the effect of differentiated inquiry-based science lesson modules on gifted students’ scientific process skills. Pegem Journal of Education and Instruction, 10(4), 1289–1324. https://doi.org/10.14527/pegegog.2020.039

M32. Nacaroğlu, O., Bektaş, O., & Tüysüz, M. (2021). Examination of science self-regulation skills of gifted and non-gifted students. Journal on Efficiency and Responsibility in Education and Science, 14(4), 231–246. https://doi.org/10.7160/eriesj.2021.140403

M33. Kapıcı, H. O., & Coştu, F. (2023). Investigating the effects of different laboratory environments on gifted students’ conceptual knowledge and science process skills. Turkish Journal of Education, 12(2), 94-105. https://doi.org/10.19128/turje.1252402

M34. Erol, M., Gedik, O., & Demirtaş, B. (2023). Primary school teachers’ experiences in the identification of gifted students and nominating them to science and art centers. Ankara University Faculty of Educational Sciences Journal of Special Education, 24(2), 275-289. https://doi.org/10.21565/ozelegitimdergisi.950498

M35. Park, J., Chang, J., Tang, K. S., Treagust, D. F., & Won, M. (2020). Sequential patterns of students’ drawing in constructing scientific explanations: focusing on the interplay among three levels of pictorial representation. International Journal of Science Education, 42(5), 677–702. https://doi.org/10.1080/09500693.2020.1724351

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M39. Gül, M. D., & Costu, B. (2023). Investigating the difficulty level of multimodal representations used by science teachers of gifted students. Apuntes Universitarios, 13(4), 65-87. DOI: 10.17162/au.v13i4.1473

M40. Ceylan, Ö., & Umdu Topsakal, Ü. (2023). The effect of a differentiated problem-based science program on gifted students’ cooperative working skills and problem-solving skills. Ankara University Faculty of Educational Sciences Journal of Special Education, 24(1), 117-136. https://doi.org/10.21565/ozelegitimdergisi.956943

M41. Demir, S. (2021). The effects of differentiated science teaching according to the grid model. Pegem Journal of Education and Instruction, 11(4), 147-159. https://doi.org/10.47750/pegegog.11.04.14

M42. Ayverdi, L., & Öz Aydın, S. (2022). The effects of instructional design based on the STEM approach on the teaching process of training of gifted secondary school students. Hacettepe University Journal of Education, 37(1), 254-273. https://doi.org/10.16986/HUJE.2020062717

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