The effect of application of science module designed according to integrated curriculum model in blended learning environment on scientific reasoning and scientific process skills of gifted students

Objective: This study was carried out to examine the effect of the science module, which was designed according to the problem-based learning method based on the Integrated Curriculum Model and applied in the blended learning environment, on the scientific reasoning skills and scientific process skills of gifted students. Material and Methods: The study was carried out with 13 5th grade students attending a Science and Art Center in the Aegean Region in the spring semester of the 2020-2021 academic year. Case study method was used in the research. In the 8-week study, a science module was designed according to the problem-based learning method based on the Integrated Curriculum Model and implemented in a blended learning environment. Qualitative data on instructional design and learning process were obtained with reflective diaries, semi-structured interview form and researcher observation notes, and descriptive analysis and content analysis methods were used in the analysis of the data. A single group pre-test post-test experimental design was used to obtain quantitative data, the data were obtained using the Scientific Process Skills Test and the Lawson Scientific Reasoning Test and analyzed with a statistical program. Results: In the research findings, it was seen that there was a significant difference in favor of the post-test in the pre-test post-test scores of Scientific Process Skills and Scientific Reasoning skills, and positive evaluations were made regarding the instructional design and learning process in the findings obtained from the qualitative data. Conclusion: In line with the findings obtained from the research, it can be said that the science instructional design used in the study contributes to the development of students' scientific reasoning and scientific process skills, and that it would be beneficial to use similar content in the education of gifted students.