Comparative analysis of abstraction processes related to prisms in gifted and normally developing students

This study aims to comparatively analyse the abstraction processes of gifted and normally developing pupils regarding prisms within the framework of the RBC+C model. A case study, one of the qualitative research methods, has been determined as the research model for this purpose. The study group consisted of three gifted and three typically developing fifth-grade students enrolled in Yozgat province during the 2023-2024 academic year. Data were collected using a worksheet prepared by the researcher and focused interviews. The data were analysed using descriptive analysis methods. The results show that while all gifted students were able to abstract the volume information of rectangular prisms, only one of the typically developing students was able to do so. Analyses conducted through the epistemic actions of recognising, using, creating, and reinforcing revealed that both student groups performed similarly at the recognition and partially at the usage levels, but gifted students showed distinct differences at the creation and reinforcement levels. The gifted students demonstrated higher-level cognitive skills, such as restructuring knowledge, establishing relationships between concepts, and developing alternative strategies, more effectively. In contrast, students with typical development experienced difficulties in conceptual abstraction, although individual differences within the group were notable. Both groups struggled with the process of formulating volume knowledge. The most prominent difference between the groups was observed in the quality of the abstraction process. While gifted students could justify their answers and offer alternative solutions, students with normal development struggled with justification and establishing conceptual relationships.