Search

The study aimed to examine and compare the science self-regulation skills of gifted and non-gifted students in this study. Survey design, one of the quantitative methods, was utilized in the research. The sample of the study consisted of 263 gifted students enrolled in science and art center and 482 non-gifted students located in the Eastern Anatolia Region of Turkey. Science Self-regulation Scale was used as a data collection tool in the research. Independent samples t-test and one-way analysis of variance were used in the analysis of the data. The findings showed that gifted and non-gifted students had high self-regulation skills towards science. In addition, it was found that although there was no statistically significant difference between the average scores of gifted female and male students on the overall scale, there was a significant difference in the other group. Moreover, while the difference between the mean scores obtained in the dimensions of Refinement, Time Organizing, Organizing, Help Seeking, Metacognitive Self-regulation, and Repetition was in favor of gifted students, it was in favor of non-gifted students regarding the mean scores of critical thinking and effort regulation dimensions. The conclusion and implication were discussed in line with these findings. [ABSTRACT FROM AUTHOR]

Biomimicric implementations provide positive contributions to the development of many abilities such as problem solving, creative thinking and productivity by enabling students to look at nature from a different perspective. For this reason, in this study, it was investigated how the biomimicric applications of the macro, micro, and sub-micro nature of freshwater creatures were reflected in their arguments with special gifted students. The research was planned as a summer workshop in an institution that teaches with special gifted students in Ankara in the 2017-2018 academic year, and was carried out on the basis of case study from qualitative research patterns with eight gifted students. In a two-stage study, gifted students conducted microscopic and literature research on freshwater creatures in the first stage and made drawings about the macro, micro, and sub-micro nature of living things. In the second phase, they discussed their biomimicric prototypes in groups and explained them with their arguments. In the study based on document analysis, the data were obtained from students' worksheets and analyzed by content analysis. As a result of the research, it can be said that the concept images of gifted students develop with macro, micro, and sub-micro drawings and the quality of the arguments they construct has become more qualified during the process, and the application contributes to their creative and analytical thinking. [ABSTRACT FROM AUTHOR]