Assessing Scientific Epistemological Beliefs of Middle School Gifted Students

Abstract

<p>This study, which examines the epistemological belief levels of gifted students in the context of demographic characteristics such as gender, age, grade level, pre-kindergarten education, and parents’ educational status, is a causal comparison research. The study sample of the research consists of 203 students who are enrolled in the Science and Art Center in the central district of Kütahya province during the 2021–2022 academic year in Turkey. Survey model, one of the quantitative research methods, was used in the research. Two data collection tools were used in the study. According to the findings, there was no statistically significant difference between the students’ epistemological belief levels depending on their gender (p=0.464) and kindergarten education (p=0.069). However, statistically significant differences were determined in terms of age, gender and parent education variables. The data obtained shows that students whose fathers are university graduates have a higher average score on the epistemological belief scale. A significant relationship was found between father’s education level and the epistemological belief levels of gifted students. It is of critical importance that gifted students have many contemporary skills, including a contemporary epistemological belief, considering the place of these individuals in society.</p>