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Some students could not learn organic chemistry because of the difficulty of its submicroscopic nature. In this study, it was aimed to determine the effect of argumentation-based organic chemistry teaching on high school students' argument construction skills so on their meaningful concept learning. The study was conducted on 14 high school students at a vocational high school in Turkey on organic chemistry topics through 28 hours period based on the case study. The teaching guide's worksheets and students' observation notes were used as data collection tools. Through the application process, the students criticized each of the seven submicroscopic nature of organic chemistry concepts' paintings in big group discussions, then constructed their own arguments. Then the students evaluated the whole process. Content analysis was employed for the data analysis. Argumentation making students criticize the submicroscopic nature of organic chemistry resulted in a qualified student-constructed argument by making them understand the submicroscopic nature so become critical thinkers. Students' process evaluation also underlined that the process made students joyful, motivated, creative, criticizer, and meaningful learners with a differently constructed learning environment. For further studies, different argumentation-based organic chemistry teaching environments could be offered.

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.

In the literature, there are studies that separately tackled with how the epistemological beliefs and multiple domains of intelligence of the individuals have developed through their experiences. However, no study has investigated the relationship between them. Consequently, this study aims to investigate the pre-service science, elementary mathematics and classroom teachers' epistemological beliefs, their Multiple Intelligence (MI) domains, and the relationship between these. The sample of this descriptive survey study consists of 457 pre-service teachers (PSTs) in total. The data is collected through the 'Multiple Intelligence Inventory' and 'Epistemological Beliefs Questionnaire'. One-way ANOVA and Pearson correlation coefficient were used for data analysis. Findings revealed statistically significant differences in the MI domains and epistemological belief dimensions (EBDs) in terms of the branches of PSTs. Also, there is a significant relationship between some MI domains and some EBDs in terms of PST's branches. In addition to these, the findings imply that the cultures, structures, implicit and explicit rules, adaptation strategies and the content that are imposed by each branch influences this relationship between MI and EBDs.

The aim of this study was to examine the emotional semantic orientation of gifted students towards the flipped learning model (FLM). An explanatory sequential design, one of the mixed research methods, was utilized in this research. Participants were 53 gifted students, who continued their education in a Science and Art Center in the Eastern Anatolia Region, in the first semester of the 2019-2020 academic year. Participants stated the FLM to be fun, different, instructive, useful, advantageous, and flexible in terms of in-class practices. They also found the FLM to be fun owing to its features such as facilitating learning, being flexible, and providing opportunities for practice. Moreover, the participants regarded the FLM as fun, useful, advantageous, flexible, and effective in terms of out-of-class practices. Another result was that no significant difference was found between the emotional semantic orientations of the female and male gifted students in terms of in-class practices. However, in terms of out-of-class practices, there was a significant difference between the scores obtained from the answers given for the effective-ineffective adjective pair in favor of male participants, while there a significant difference between the scores obtained from the answers given for the fun-boring adjective pair in favor of female participants. Investigation of integrating hybrid learning approaches such as the FLM and evaluating students' cognitive and affective developments in other disciplines and subjects should be conducted to obtain more data on this approach.