Promoting gifted students’ understanding of everyday life problems

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COŞTU F.

Journal of Educational Research, vol.118, no.2, pp.169-184, 2025 (SSCI, Scopus)

• Publication Type: Article / Article
• Volume: 118 Issue: 2
• Publication Date: 2025
• Doi Number: 10.1080/00220671.2025.2455012
• Journal Name: Journal of Educational Research
• Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Periodicals Index Online, ABI/INFORM, Applied Science & Technology Source, Communication Abstracts, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, Psycinfo
• Page Numbers: pp.169-184
• Keywords: alternative conceptions, conceptual change, everyday-life problems, gifted students, PEODE-based Laboratory
• Yıldız Technical University Affiliated: Yes

Abstract

The objective of the study is to assess the effectiveness of laboratory activities employing the Predict-Explain-Observe-Discuss-Explain (PEODE) approach in promoting gifted students’ interpretation of everyday problems related to fundamental science concepts. This quasi-experimental study involved 54 gifted students enrolled in the Science and Art Center (SAC), divided into an experimental group (EG; n = 28) and a control group (CG; n = 26). While the CG participated in traditional laboratory activities, the EG engaged in PEODE-based. Both groups underwent 16 h of laboratory sessions. An Everyday-life Problem Test (EPT), comprising nine problems, was administered as both a pretest and a post-test to assess gifted students’ interpretation of everyday life problems. Pre- and post-test scores from the EPT were analyzed both qualitatively and quantitatively. The results indicated that PEODE-based laboratory contributed to the interpretation of daily life problems among gifted students by diminishing reliance on alternative conceptions compared to traditional laboratory.