Examining the scientific creativity of students diagnosed and not diagnosed as gifted in terms of different variables (Edirne province example)

The aim of this study is to examine whether the scientific creativity levels, views on the nature of science, and attitudes toward science of middle school students who have and have not been identified as gifted differ significantly in terms of certain demographic variables (student grade level, parental education level, and parental occupation). Although it is widely accepted that gifted individuals possess innate creative potential, the development of this potential is shaped by the family environment, educational opportunities, and environmental factors. A review of the literature reveals that there is a limited number of studies that comprehensively address the role of demographic variables in the development of scientific creativity among both gifted and non-identified students. The study was conducted based on the descriptive survey model. Students who had not been identified as gifted but demonstrated high academic achievement in science classes were selected for the study group based on the opinions of subject teachers. Accordingly, the sample of the study was determined using a purposive sampling method. The sample consisted of gifted students enrolled at the Science and Art Center (BİLSEM) in the province of Edirne and 5th, 6th, and 7th grade students without a gifted identification, attending public schools in the same province. In the study, students' levels of scientific creativity, their epistemological views on the nature of science, and their attitudes toward science were comparatively evaluated across groups. During the data collection process, a personal information form developed by the researcher, the Scientific Creativity Scale, the Views of Nature of Science Questionnaire (VNOS-E), and the Scientific Attitude Scale were utilized. The research findings suggest that students identified as gifted demonstrate significantly higher levels of scientific creativity, scientific attitudes, and awareness of the nature of science compared to their non-identified peers. These differences may not be solely attributed to innate cognitive characteristics, but could also stem from educational opportunities, environmental support, and pedagogical approaches. In this context, the need for differentiated instructional practices that support the potential of gifted students appears to be as important as the development of inclusive and structured educational policies aimed at students who exhibit scientific curiosity and aptitude. Therefore, it seems essential to implement both targeted educational strategies that nurture the capacities of gifted students and broader policies that also support the development of all students with potential in science. This study highlights the possible importance of differentiated instruction, scientific literacy, and the cultivation of epistemological awareness in supporting gifted learners and offers a contribution to the existing body of literature.