A COMPARATIVE ANALYSIS OF GIFTED AND NON-GIFTED STUDENTS’ ACHIEVEMENTS IN THE CONTETX OF NONROUTINE PROBLEMS

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This study examines gifted and non-gifted elementary school students’ achievements in solving non-routine problems. The research employed a qualitative case study method, and it was carried out with 72 participants (36 gifted and 36 non-gifted students). Data were obtained from written exam and semi-structured interviews, and they were analysed using content and discourse analysis methods. The results indicated that gifted students achieved much better than their counterparts. Non-gifted students were inclined to use routine strategies including trial and error, writing algebraic equations or arithmetic expressions. They preferred, to some extent, strategies of drawing a picture and making a list; yet, they manipulated them as part of the routine. In contrast, gifted students made use of cognitively demanding strategies such as working backwards and pattern searching. They utilised making a list, drawing a picture and simplifying a problem strategies as cognitive tools to find out relationships between the variables and to produce general rules for the solution of the problems. Our evidence suggest that there is a hierarchy between problem-solving strategies in terms of cognitive demands that they request.

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Gifted students , non , gifted students , non , routine problems , problem solving strategies

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi