Comparison of Problem-Posing Skills of Gifted and Non-Gifted Primary School Students

Abstract

The purpose of this study was to compare the problem posing skills of gifted and non-gifted primary school students. As a quantitative research method, relational survey model was used for the research. The participants who were selected by convenient sampling consisted of 24 gifted and 24 non-gifted students attending from East of Blacksea region of Turkey. The data in the study were collected with an open-ended problem posing test which was developed by the researchers. This test consisting of 3 situations requiring free, semi-structured and structured problem posing. The data were evaluated according to the problem posing test evaluation form which was developed by the researchers. At the end of the study; while there was no statistical significance between gifted and non-gifted primary school students in free and semi-structured problem posing, it was found that non-gifted primary school students were statistically significantly better than gifted primary school students in structured problem posing.