The effect of REAPS model implementations on the problem solving skills and metacognitive awareness levels of gifted 5th grade students

Objective: It was aimed to reveal the effect of REAPS model applications on the problem solving and metacognitive awareness levels of 5th grade students in the theme of human and environment. Material and Method: The research was conducted with 5th grade students enrolled in Izmir Bornova Science and Art Centre in the autumn term of the 2022-2023 academic year. The method of the research is a case study. 17 students participated in the 11-week study and course modules prepared according to the REAPS model were applied. The qualitative data of the study consisted of student interview forms, parent interview forms, student questions, field notes, audio and video recordings. Descriptive and content analysis methods were used to analyse the qualitative data. A one-group pretest-posttest weak experimental design was used to obtain quantitative data, and the data were obtained using the Problem Solving Skills Scale and the Metacognitive Awareness Inventory. Findings: From the research findings, it was seen that there was a statistically significant difference in favour of the post-test in the problem solving skills scale and metacognitive awareness scale, in the findings obtained from qualitative data, students used metacognitive strategies in the problem solving process and positive evaluations were made about the effectiveness of the REAPS model. Conclusion: It can be said that REAPS teaching model applications contributed to students' problem solving skills and metacognitive awareness and enabled them to realise their metacognitive strategies. Keywords: REAPS Model, Gifted, Problem Solving, Metacognitive Awareness, Science Education