Determining of the effects problem-based science learning activities on gifted students

This study aims to determine the effect of the problem-based science learning process on the conceptual learning of gifted and talented students and students' reflective thinking skills towards problem-solving in the process. In the research, one of the mixed-method research, the embedded design was used. The study carried out with 22 gifted and talented students in the 4th-grade support education group at Uşak Science and Art Center lasted 8 weeks. In the study, "Reflective Diaries for Problem Solving", "Interview Form for Conceptual Understanding" and "Semi-Structured Interview Form to Determine the Opinions of Gifted and Talented Students about Problem-Based Activities" were used as data collection tools. It was determined that students were able to reflect on questioning, evaluation, and reasoning, respectively, according to the frequency of the problem-based learning practices. It was concluded that the students generally wanted to reach a result by solving the problem most shortly during the studies, they did not think about which activities they did while solving the problem, and they did little to improve and change. Also the data shows that problem-based learning practices positively improve the level of conceptual learning of gifted and talented students. It has been determined that problem-based learning practices are also effective in eliminating students' alternative concepts. In the interviews about problem-based activities, it was determined that students generally have positive opinions. In these meetings; The students stated that the scenarios that talk about the events and situations they may encounter in daily life attracted their attention, their problem-solving and problem-solving skills developed with the problem-based learning method, they learned to cooperate with group work and gained the habit of research.