ABSTRACT

Gifted students have unique characteristics and these characteristics influence their learning styles and dispositions towards learning. The purpose of this study is to examine gifted students’ learning styles and to understand how gifted students articulate learning. In this convergent parallel mixed methods study, 106 (n = 106) students attending the third, fourth and fifth grades were selected as participants. The study was carried out with gifted students who are attaining in science and art centres in Turkey. The data was gathered through The Kolb Learning Style Inventory and focus group interviews. Findings of study indicated that the participants were mainly divergers and convergers. Their learning styles did not significantly dependent on their gender, age and school type. In addition, they referred to social interaction, self-discovery, social responsibility and transfer of knowledge as their learning attributes. Their learning motives were inspired by an effective learning environment, interaction and the sense of accomplishment in the learning process. Lastly, they adopted certain learning strategies such as encoding and storage in the learning process.

摘要

资优学生具有独特的特点，这些特点影响他们的学习风格和学习倾向。本研究的目的是考察资优学生的学习风格，并了解资优学生如何表达学习。在这项收敛的并行混合方法研究中，106 ( n = 106) 参加三年级、四年级和五年级的学生被选为参与者。这项研究是与在土耳其科学和艺术中心取得成就的天才学生一起进行的。这些数据是通过科尔布学习风格问卷和焦点小组访谈收集的。研究结果表明，参与者主要是发散者和收敛者。他们的学习方式并没有显着依赖于他们的性别、年龄和学校类型。此外，他们将社会互动、自我发现、社会责任和知识转移作为他们的学习属性。他们的学习动机受到有效的学习环境、互动和学习过程中的成就感的启发。最后，他们在学习过程中采用了一定的学习策略，例如编码和存储。