A modelling study of the predictive power of schol climate and academic involvement on science ability of students at science and art centers

When designing the educational conditions for gifted students, becoming aware of their characteristics and revealing the factors affecting their learning processes are important. The purpose of this study was to investigate the factors affecting science ability levels of students of Science and Art Center through a model. Within this context, environmental, cognitive and emotional factors related with science ability were evaluated. The effects of students' parent-teacher academic involvement and school climate on science ability of middle school students' attending Science and Art Centers were examined in detail. Relational survey method, as a quantitative research method was used. "Scientific Ability Test", "Scientific Creativity Test", "Metacognitive Awareness Scale Form B", "Problem Solving Inventory", "Motivation Towards Science Learning Scale", "School Climate Scale" and "Perceived Parent and Teacher Academic Participation Scale" were employed to collect data. Data were collected from 997 middle school students who attended Science and Art Centers at 25 different cities in Turkey in the 2015-2016 academic year. In analyzing data, univariate and multivariate normality issues were examined and extreme values were excluded from the data set, so 698 of 997 were included in the analysis procedure. Multiple regression and path analysis were exploited for data analysis. It was revealed that an interaction amongst the parent and teacher academic involvement and positive school climate would enhance, gifted students' ability, creativity and motivation levels. The results of the path analysis showed that the data and the test model were fit and the model could be used to explain the relations of science ability, scientific creativity, problem solving and metacognitive awareness as well as the factors affecting them. It was seen that science learning motivation, worked as a good mediating factor and external factors showed their effects through science learning motivation. It can be concluded that the effects of the parent, teacher and school administration approach have an important role in talent development. Suggestions are made to contribute this development. In order to maintain motivation towards science, it is suggested that parent and teachers should be supported. The current study recommends further studies should investigate science ability in depth.