Akademik Veri Yönetim Sistemi
International Journal of Science Education, 2025 (SSCI)
This study aims to examine the types of informal reasoning and the quality of arguments regarding socioscientific issues among gifted students. A multiple case study design was used in the research. The study group was determined using the criterion sampling method. The data were collected through the ‘Participant Information Form,’ ‘Epistemological Beliefs Scale,’ ‘Socioscientific Issue Scenarios,’ and ‘Interviews.’ The obtained data were analyzed using descriptive, descriptive statistical, and content analysis methods. The findings showed that the participants tended to engage in rational informal reasoning more frequently during the decision-making process on socioscientific issues and rarely resorted to emotional informal reasoning. Additionally, the majority of the participants developed high-quality arguments that included strong rebuttals. Finally, it was shown that all participants possessed complex epistemological beliefs. The research results indicate that gifted students: (i) have a deep understanding of the general characteristics and production process of scientific knowledge, (ii) demonstrate high-quality informal reasoning, but (iii) have not yet explored the emotional aspects of many socioscientific issues addressed in the study and have not approached these issues from a multifaceted perspective.