Students' views on the subject area of "Matter and its nature" enriched and accelerated by using the education programs for talented students curriculum model: The case of Bursa potential gifted students association

In this study, it is aimed to investigate the opinions of gifted students who continue their formal education about the units with the theme "Matter and its Nature" enriched and accelerated by using the EPTS Curriculum Model. The research was carried out with four gifted 6th grade students enrolled in the post-school program at PUYED in the 2018-2019 Spring semester. The EPTS unit created by the researcher was handled with the students and qualitative and quantitative data were collected in this context. "Converging parallel pattern" was used as the research model. EPTS Assessment Scale - Student Form is the quantitative data collection tools and the semi-structured interviews and logs are the qualitative data collection tools. EPTS Assessment Scale - Student Form was analyzed with the help of SPSS program and semi-structured interviews and diaries were analyzed thematically. From the findings, it was determined that the gifted students had positive opinions about the EPTS Unit. Students, applications of the lessons taught; they stated that they were taught with different teaching methods (modeling, experimenting, simulation with the help of a computer) and that they especially learned the lessons using these methods. As a result of comparing the enriched and accelerated science teaching practice with the EPTS curriculum program with formal education; they stated that they did not like the traditional education system in formal education, but they found the taught lessons interesting and instructive in this context. In addition, the opinions of the students, who stated that these practices improved their inquisitive thinking skills and creative thinking skills, were supported by diaries and their answers to the questions in a semi-structured interview. As a result of the research, it can be said that the use of the EPTS skills enabled the gifted students to participate actively in the Science course, therefore, the interest and motivation of the students increased and thus the learning processes of the students were positively affected. In the study, the students found the Science courses created using the EPTS Curriculum Model as effective and fun; It shows that the stakeholders giving education to students can teach science concepts more effectively and permanently by using this model in different institutions. Based on the findings, teachers and researchers teaching gifted students can be recommended to use the EPTS Curriculum Model in their lessons. Researchers are advised to conduct a curriculum model research at the end of longer processes.