The misconceptions of gifted middle school students about the moon's movements and phases and their attitudes towards astronomy

The aim of this study is to examine the academic achievement levels (TBP), misconceptions (TKY), and attitudes toward astronomy (TAPO) of gifted 5th to 8th grade students enrolled in Science and Art Centers (BİLSEM) regarding the topic of "The Moon's Movements and Phases." The study also investigates how these variables differ based on demographic factors such as grade level, gender, type of school, and the grade level at which students started attending BİLSEM. Conducted using a causal-comparative research design, the study involved data collected from 168 students in two BİLSEM institutions located in Elazığ, Türkiye. Data were gathered through the "Three-Tier Misconception Diagnostic Test (AHVETT)," the "Astronomy Attitude Scale (ATÖ)," and a "Demographic Information Form." Analyses included descriptive statistics as well as MANOVA and ANOVA tests. Findings indicate that gifted students are not entirely free from misconceptions. The most common misconception was the belief that "During the full moon phase, the entire surface of the Moon is illuminated by the Sun" (20.95%). Other frequently observed misconceptions included "The Moon's phases are caused by its orbit around the Sun" (10.47%), "The Moon receives the most light from the Sun during the full moon" (9.04%), and "The changes in the Moon's phases are due to Earth's shadow" (8.57%). These results suggest that even gifted students struggle to grasp fundamental astronomical concepts and hold scientifically inaccurate beliefs. Data also revealed significant differences in academic achievement based on grade level, with 5th grade students scoring higher than those in upper grades. This suggests that students may initially form more accurate conceptions, which later become resistant to change as misconceptions become entrenched. Furthermore, students attending private schools demonstrated higher academic performance and conceptual understanding, along with fewer misconceptions, possibly due to smaller class sizes and individualized instruction. No significant differences were found based on gender or the grade level at which students began attending BİLSEM. Descriptive statistics showed that lower-grade students exhibited higher academic achievement and more positive attitudes toward astronomy, while misconceptions increased with grade level. In conclusion, the study shows that gifted students are still susceptible to misconceptions, and their academic success and attitudes toward astronomy are strongly influenced by individual and environmental factors. Accordingly, it is recommended to implement structured and effective instructional strategies, particularly in the early grades.