Changes in scientific process skills and reflective thinking skills towards problem-solving of gifted students: a summer school practice

References

• American Association for the Advancement of Science. (1993). Benchmarks for science literacy: A Project 2061 report. Oxford University Press.
   Google Scholar
• Bain, S. K., Bourgeois, S. J., & Pappas, D. N. (2003). Linking theoretical models to actual practices: A survey of teachers in gifted education. Roeper Review, 25(4), 166. https://doi.org/10.1080/02783190309554224
   Google Scholar
• Balcı, A. (2009). Sosyal Bilimlerde Araştırma: Yöntem, Teknik ve İlkeler [Research in Social Sciences: Methods, Techniques and Principles]. Pegem Akademi.
   Google Scholar
• Besselaar, P., & Sandström, U. (2016). Gender differences in research performance and its impact on careers: A longitudinal case study. Scientometrics, 106(1), 143–162. https://doi.org/10.1007/s11192-015-1775-3
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2013). Successful qualitative research: A practical guide for beginners. Sage.
   Google Scholar
• Bulunuz, M. (2011). Evaluation of pre-service elementary science teachers’ experiences with science projects. Journal of Turkish Science Education, 8(4), 74–85.
   Google Scholar
• Can, İ. (2021). Determining of the effects problem-based science learning activities on gifted students [ Unpublished master’s thesis]. Uşak University.
   Google Scholar
• Chen, C. (2014). Nurturing students’ problem-solving skills and engagement in Computer-Mediated Communications (CMC). Journal of Interactive Learning Research, 25(3), 309–325. https://www.learntechlib.org/primary/p/39529/
   Google Scholar
• Creswell, J. W. (2012). Educational research planning, conducting and evaluating quantitative and qualitative research (4th ed.). Pearson Education.
   Google Scholar
• Datta, L.-E. (1990). Case study evaluations. U.S. General accounting office, transfer paper 10.1.9.
   Google Scholar
• Davey, L. (1991). The application of case study evaluations. ERIC/TM Digest.
   Google Scholar
• Dewey, J. (1933). How we think? A restatement of the relation of reflective thinking to the educative process. Heath & Co Publishers.
   Google Scholar
• Ekiz, D. (2003). Eğitimde araştırma yöntem ve metotlarına giriş: Nitel, nicel ve eleştirel kuram metodolojileri [introduction to research methods in education: Qualitative, quantitative and critical theory methodologies]. Anı Publication.
   Google Scholar
• Erdoğan, İ. (2018). The investigating scientific research skills of gifted students based on students’ research [ Unpublished doctoral dissertation]. Necmettin Erbakan University.
   Google Scholar
• Gelter, H. (2003). Why is reflective thinking uncommon? Reflective Practice, 4(3), 337–344. https://doi.org/10.1080/1462394032000112237
   Google Scholar
• Güneş, K. (2015). Analysing the science and art students’ reflective thinking skills aimed at solving problem, mathematics successes and attitudes to mathematics lesson [ Unpublished master’s thesis]. Çukurova University
   Google Scholar
• Güney, K. K. (2018). Evaluation of the differentiated research methods curriculum that developed for gifted students [ Unpublished doctoral dissertation]. Karadeniz Technical University.
   Google Scholar
• Hoffman, B., & Spatariu, A. (2011). Metacognitive prompts and mental multiplication: Analyzing strategies with a qualitative lens. Journal of Interactive Learning Research, 22(4), 607–635.
   Google Scholar
• Josten, M. L. (2011). Reflective thinking: A tool for professional development in educational practice. Walden University.
   Google Scholar
• Kaplan, A., Doruk, M., & Öztürk, M. (2017). Examine of reflective thinking skill toward problem solving of talent students: A sample of Gümüşhane. Journal of Bayburt Education Faculty, 12(23), 415–435.
   Google Scholar
• Karasar, N. (2007). Bilimsel araştırma yöntemleri [Scientific research methods] (17th ed.). Nobel Publications.
   Google Scholar
• Kaya, V. H., Afacan, Ö., Polat, D., & Urtekin, A. (2013). The primary school students’ views on scientists and scientific knowledge (Sample of Kırşehir). Kırşehir Eğitim Fakültesi Dergisi, 14(1), 305–325.
   Google Scholar
• Kilburn, D., Nind, M., & Wiles, R. (2014). Learning as researchers and teachers: The development of a pedagogical culture for social science research methods? British Journal of Educational Studies, 62(2), 191–207. https://doi.org/10.1080/00071005.2014.918576
   Web of Science ®Google Scholar
• Kızılkaya, G., & Aşkar, P. (2009). The development of a reflective thinking skill scale towards problem solving. Education and Science, 34(154), 82.
   Web of Science ®Google Scholar
• Küçükoğlu, A., Taşgın, A., & Çelik, N. (2013). An investigation of prospective teachers’ perceptions toward scientific research process (the case of educational science department). The Journal of Turkish Social Reserach, 173(173), 11–24.
   Google Scholar
• Kurnaz, Ö. (2010). Investigation of research quality at higher education [ Unpublished doctoral dissertation]. Marmara University.
   Google Scholar
• Kwon, K., & Jonassen, D. H. (2011). The influence of reflective self-explanations on problem-solving performance. Journal of Educational Computing Research, 44(3), 247–263. https://doi.org/10.2190/EC.44.3.a
   Web of Science ®Google Scholar
• Lee, H.-J. (2005). Understanding and assessing preservice teachers’ reflective thinking. Teaching and Teacher Education, 21(6), 699 715. https://doi.org/10.1016/j.tate.2005.05.007
   Web of Science ®Google Scholar
• Lisa, A., & Lim, Y. L. (2011). A comparison of students’ reflective thinking across different years in a problem-based learning environment. Instructional Science, 39(2), 171–188. https://doi.org/10.1007/s11251-009-9123-8
   Web of Science ®Google Scholar
• Mansvelder-Longayroux, D., Beijaard, D., & Verloop, N. (2007). The portfolio as a tool for stimulating reflection by student teachers. Teaching and Teacher Education, 23(1), 47–62. https://doi.org/10.1016/j.tate.2006.04.033
   Web of Science ®Google Scholar
• Metin, M. (2016). Kuramdan Uygulamaya Eğitimde Bilimsel Araştırma Yöntemleri [scientific research methods in education from theory to practice] (3rd ed.). Pegem Publications.
   Google Scholar
• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
   Google Scholar
• Ministry of National Education. (2010) . Primary education religious culture and ethics course (4, 5, 6, 7 and 8th grades) curriculum and guide. Devlet Kitapları Müdürlüğü.
   Google Scholar
• Ministry of National Education. (2018a). Science course curriculum (primary and secondary school 3, 4, 5, 6, 7, 8. Grades). https://ttkb.meb.gov.tr/www/ogretim-programlari/icerik/72
   Google Scholar
• Ministry of National Education. (2018b). Secondary school and imam hatip secondary school science applications course (5, 6, 7 and 8th grades) curriculum. http://mufredat.meb.gov.tr/Dosyalar/2018813171537438-3-2018-90%20Bilim%20Uygulamalar%C4%B1%20Dersi%20(5-8.%20S%C4%B1n%C4%B1flar).pdf
   Google Scholar
• Ministry of National Education. (2019). Science and art centers directive. https://orgm.meb.gov.tr/meb_iys_dosyalar/2016_10/07031350_bilsem_yonergesi.pdf
   Google Scholar
• National Research Council. (1996) . National science education standards. National Academy Press.
   Google Scholar
• National Research Council. (2000) . Inquiry and the national science education standards. National Academic Press.
   Google Scholar
• Newman, J. L. (2008). Talents are unlimited: It’s time to teach thinking skills again! Gifted Child Today, 31(3), 34–44. https://doi.org/10.4219/gct-2008-789
   Google Scholar
• Pativisan, S. (2006). Mathematical problem solving processes of Thai gifted students. [ Unpublished doctoral dissertation]. Oregon State University.
   Google Scholar
• Patton, M. Q. (2002). Two decades of developments in qualitative inquiry: A personal, experiential perspective. Qualitative Social Work, 1(3), 261–283. https://doi.org/10.1177/1473325002001003636
   Google Scholar
• Petrella, J. K., & Jung, A. K. (2008). Undergraduate research: Importance benefits and challenges. International Journal of Exercise Science, 1(3), 91–95.
   Google Scholar
• Prestridge, S. J. (2014). Reflective blogging as part of ICT professional development to support pedagogical change. Australian Journal of Teacher Education, 39(2), 70–86. https://doi.org/10.14221/ajte.2014v39n2.4
   Google Scholar
• Rieger, A., Radcliffe, B., & Doepker, G. M. (2013). Practices for developing reflective thinking skills among teachers. Kappa Delta Pi Record, 49(4), 184–189. https://doi.org/10.1080/00228958.2013.845510
   Google Scholar
• Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316(5824), 548–549. https://doi.org/10.1126/science.1140384
   PubMed Web of Science ®Google Scholar
• Sabır, A. (2016). ThE investigate of affecting factors on the science process skills of 4th and 5th grade students [ Unpublished master’s thesis]. Mustafa Kemal University.
   Google Scholar
• Saygılı, G., & Atahan, R. (2014). Analyzing reflective thinking skills towards problem solving of gifted children in terms of various variables. Süleyman Demirel Üniversitesi Fen-Edebiyat Fakültesi Sosyal Bilimler Dergisi, 2014(31), 181–192.
   Google Scholar
• Schaaf, M. V., Baartman, L., Prins, F., Oosterbaan, A., & Schaap, H. (2013). Feedback dialogues that stimulate students’ reflective thinking. Scandinavian Journal of Educational Research, 57(3), 227–245. https://doi.org/10.1080/00313831.2011.628693
   Web of Science ®Google Scholar
• Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey Bass.
   Google Scholar
• Schwartz, R. S., Lederman, N., & Lederman, J., (2008, March). An instrument to assess views of scientific inquiry: The VOSI questionnaire. Paper presented at the international conference of the National Association for Research in Science Teaching (NARST). Baltimore, MD.
   Google Scholar
• Shermis, S. S. (1992). Critical thinking : Helping students learn reflectively. EDINFO Press.
   Google Scholar
• Smith, K. A., & Welliver, P. W. (1990). The development of a science process assessment for fourth‐grade students. Journal of Research in Science Teaching, 27(8), 727–738. https://doi.org/10.1002/tea.3660270803
   Web of Science ®Google Scholar
• Song, H. D., Grabowski, B. L., Koszalka, T. A., & Harkness, W. L. (2006). Patterns of instructional-design factors prompting reflective thinking in middle-school and college level problem-based learning environments. Instructional Science, 34(1), 63–87. https://doi.org/10.1007/s11251-005-6922-4
   Web of Science ®Google Scholar
• Tirri, K. (2011). Combining excellence and ethics: Implications for moral education for the gifted. Roeper Rewiew, 33(1), 59–64. https://doi.org/10.1080/02783193.2011.530207
   Google Scholar
• Turgut, H., Öztürk, N., & Hüseyin, E. Ş. (2017). Gifted students’ perception of science and scientist. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 17(1), 423–440. https://doi.org/10.17240/aibuefd.2017.17.28551-304646
   Google Scholar
• Ülger, B. B. (2019). The development, implementation and effect of differentiated inquiry-based science lesson modules for gifted students [ Unpublished doctoral dissertation]. Uludağ University.
   Google Scholar
• Van Tassel-Baska, J. (2010). Developing a philosophy and goals for a gifted program. Counseling and Human Development, 43(3), 1–10.
   Google Scholar
• Watters, J. J., & Diezmann, C. M. (2003). The gifted student in science: Fulfilling potential. Australian Science Teachers Journal, 49(3), 46–53.
   Google Scholar
• Yildiz Durak, H. (2020). The effects of using different tools in programming teaching of secondary school students on engagement, computational thinking and reflective thinking skills for problem solving. Technology, Knowledge, Learning, 25(1), 179–195. https://doi.org/10.1007/s10758-018-9391-y
   Web of Science ®Google Scholar