The effect of eight grade gifted students' argumentation processes about anomalic cases on scientific creativity levels

The purpose of this study is to investigate whether argumentation of anomalic cases by eight grade gifted students enrolled in a Science and Art Center (SAC) is effective on their scientific creativities or not. The participants of the study involved 13 eighth grade gifted students enrolled in a SAC. For the purpose of the study quantitative experimental research approach was utilized. From the experimental designs, one-group experimental design was used. As the data collection instruments "Scientific creativity question form", "Inventory-I for views on anomalic cases" and "Inventory-II for views on anomalic cases" were utilized. For analyzing the quantitative data, Wilcoxon Sign Test, Graphics, Intraclass correlation analysis, determination of frequency, mean, and standard deviations were utilized. For the qualitative data, descriptive analysis by profiling answers of the students in terms of Toulmin argumentation frame was applied. The analysis showed that the students accepted all of the cases as anomalic for themselves. After the application of argumentation process, there was no statistically significant difference in pre and post measurements of fluency and flexibility aspects of scientific creativity. However there was a statistically significant difference in pre and post measurements of originality and elaboration aspects of scientific creativity in favor of post measurements. In addition, it was seen that the students experienced an effective argumentation process since their applications represented detailed and different argumentation frames. In conclusion, effective argumentation process on anomalic cases by the gifted students increased scientific creativity levels of the students in terms of originality and elaboration aspects of scientific creativity. Key Words: Gifted students, Scientific creativity, Anomalic cases, Argumentation