Investigating relationship of gifted students' perceptions regarding science learning environment and motivation for science learning with their intellectual risk taking and scince achievement

The purpose of this research is to examine relationship between the eighth grade gifted students' perceptions of science learning environment and their motivations to learn science with their intellectual risk-taking and science achievement. For this purpose, the predictive research method, which is one of the quantitative correlational research, was chosen as a model. The target population of research is 8th grade gifted students in Turkey while accessible population is all the8th grade gifted students who live in two cities of 7 geographic region in Turkey. The research sample consists of 133 8th grade gifted students studying in Science and Art Centers (BİLSEM) in Bursa, Balıkesir, İzmir, Adana, Antalya, Malatya, Elazığ, Sivas and Ankara provinces. As data collection instruments ''Intellectual Risk Taking Scale'' developed by Beghetto (2009), ''Motivational Strategies for Learning Questionnaire'' developed by Pintrich, Smith, Garcia and McKeachie (1991), ''Constructivist Learning Environmet Scale'' devoleped by Taylor and Fraser (1991) and "Science Achievement Test" developed by Aşut (2013) were used in the study. In order to test the validity and reliability of the tests, a pilot research was carried out before the actual research application. SPSS, TAP, and AMOS package programs were used for data analysis. In the research, path analysis was used to determine causal relationships between Students', Motivation for Science Learning (MSL), Intellectual Risk Taking in Learning Science (IRTS), Constructivist Science Learning Environment Perceptions (CSLEP), and Science Achievement variables. Before the analysis, the literature was examined and a Path diagram was created for the relationships between these variables. According to the model, Motivation for Science Learning (MSL) and Constructivist Science Learning Environment Perception (CSLEP) are the external variables of the research; Intellectual Risk Taking in Learning Science (IRTS) and Science Achievement are determined as internal variables. As a result of the analyzes, it was determined that Constructivist Science Learning Environment Perception predicted Intellectual Risk Taking in Learning Science and Science Achievement, Motivation for Science Learning significantly predicted Intellectual Risk Taking in Learning Science and Science Achievement and Intellectual Risk Taking in Learning Science predicted Science Achievement.