The effect of the REAPS model on the scientific creativity and problem solving skills of specially talented students

This study aims to investigate the effect of REAPS model on scientific creativity and problem-solving skills of gifted students. The research was conducted through nested mixed experimental design, one of the mixed method designs. In the nested design, qualitative data are embedded in the underlying quantitative data. The study group consisted of 32 gifted 6th grade students studying in Adıyaman Science and Art Centre. The research was conducted for 12 weeks, 2 weeks for orientation and 10 weeks for implementation. Scientific Creativity Test, TASC activity sheets, diaries and semi-structured interview form were used as data collection tools. The results of the study revealed that there was a significant increase in the scientific creativity scores of the gifted students in the experimental group in terms of scientific creativity test compared to the control group. When the solutions developed by the students for two different problems in the experimental group, which was taught through the REAPS model, were analyzed, it was seen that the problem-solving skills of the students improved during the process. As a result of the interviews with the students, it was stated that the REAPS model was effective in providing solutions to problems in students' real lives, contributed to the development of problem-solving skills in students, and improved creativity and communication skills. In addition, it was stated by the students that the REAPS model provides meaningful learning, provides research opportunities, increases the cooperation between students and makes the lesson fun. Suggestions were given in line with the results of the study.