The effect of innovation activities on entrepreneurship skills of gifted children

This research was conducted in the special gifted elementary school grade 5.in order to investigate the impact of classroom students' innovation activities on their entrepreneurial skills and sub-factors, it covers the processes of preparing, implementing innovation activities and reflecting the results obtained. In the study, a semi-experimental model with a pre-test and a post-test control group was used. The research was carried out at the Adiyaman Science and Art Center, which provides support training to specially gifted students. Primary education 5. There were 30 students participating at grade level. Half of the students were determined as experimental and half as control group students. 4 Weeks of enriched innovation activities were carried out with the experimental group students, and 4 weeks of curriculum program activities were carried out with the control group students with the grade of 5. As a data collection tool an entrepreneurship scale, an open-ended interview form, and reflective diaries were used for the grade students. In the analysis of quantitative data, package program was used and the significance level was interpreted as "p" value and this value was accepted as 0.05. According to the statistical results obtained from the data analysis, it was concluded that there is a significant difference in favor of the experimental group in terms of entrepreneurial skills in students with special abilities. There are 4 sub-factors within the entrepreneurship scale that are analyzed by factor analysis. These factors are self-confidence, success, personal benefit, leadership and responsibility. At the end of the enriched innovation activities, according to the statistical result of the data included in the entrepreneurship scale, it was concluded that there was a significant difference in the self-confidence, success, personal benefit, leadership and responsibility factors of the experimental group students. It was concluded that while there was a significant difference in the leadership and responsibility sub-factors in the control group students who applied the curriculum program, there was no significant difference in the self-confidence, personal benefit and need for success sub-factors.