The relationship between problem solving and lifelong learning skills of gifted and talented students

The aim of this study is to investigate the relationship between problem solving and lifelong learning skills of gifted and talented students and to determine whether these scores differ according to gender, school/district, class and age variables. In this study correlational research was used. 254 students participated in this study from Kartal Bilsem, Ataşehir Bilsem and Kadıköy Bilsem and Bahçelievler Bilsem. The data of the study were collected with the help of Personal Information Form, the Lifelong Learning Tendency Scale and the Problem Solving Styles Scale. Frequency, arithmetic mean and standard deviation values were calculated for data analysis and t-test, ANOVA test and Pearson Product Moment Correlation Coefficient test were performed. As a result of the study, a positive relationship was found between the lifelong learning scale scores and problem solving styles scale scores of gifted and talented students. It was determined that lifelong learning trends did not show a statistically significant difference according to gender, school/district, class and age variables. It was observed that problem solving styles were statistically significant in favor of girls in terms of "concrete" sub-dimension and total problem-solving style scores. Problem solving style scale scores did not show a significant difference according to school/district and age variables. And also it was found that there was a statistically significant difference in the "concrete" sub-dimension between 5th grades vs 6-10th grades in favor of 5th grade students.