How do gifted students reason about socioscientific issues?: a case study
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, cilt.51, sa.51, ss.1-20, 2025 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 51 Sayı: 51
- Basım Tarihi: 2025
- Dergi Adı: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
- Derginin Tarandığı İndeksler: Scopus, Social Sciences Citation Index (SSCI), Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
- Sayfa Sayıları: ss.1-20
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Gazi Üniversitesi Adresli: Evet
Özet
This study aims to examine the types of informal reasoning and thequality of arguments regarding socioscientific issues among giftedstudents. A multiple case study design was used in the research.The study group was determined using the criterion samplingmethod. The data were collected through the ‘ParticipantInformation Form,’ ‘Epistemological Beliefs Scale,’ ‘SocioscientificIssue Scenarios,’ and ‘Interviews.’ The obtained data wereanalyzed using descriptive, descriptive statistical, and contentanalysis methods. The findings showed that the participantstended to engage in rational informal reasoning more frequentlyduring the decision-making process on socioscientific issues andrarely resorted to emotional informal reasoning. Additionally, themajority of the participants developed high-quality argumentsthat included strong rebuttals. Finally, it was shown that allparticipants possessed complex epistemological beliefs. Theresearch results indicate that gifted students: (i) have a deepunderstanding of the general characteristics and productionprocess of scientific knowledge, (ii) demonstrate high-qualityinformal reasoning, but (iii) have not yet explored the emotionalaspects of many socioscientific issues addressed in the study andhave not approached these issues from a multifaceted perspective.