The Effects of Differentiated Science Teaching According to the Grid Model

The aim of this study is to determine the effect of science lesson activities prepared in accordance with the components and steps of the grid model on the creative thinking skills, problem-solving skills and attitudes of gifted students. In this study, pre-test and post-test design with the control group were utilized among the experimental designs. The study group consisted of 44 students (23 in the experimental group, 21 in the control group) in the 9-10 age group, who were identified as gifted students and who attend the same Science and Art Center support education program in Istanbul. The analysis revealed that the differentiated implementations of Science according to the Grid Model had a significant impact on the creative thinking and problem-solving skills and attitudes of gifted students. In this study, the “Problem Solving Inventory for Primary Education Children” developed by Serin, Bulut Serin and Saygılı (2010), the “Attitude Scale towards the Science Course” created by Kenar and Balcı (2012), and Torrance Creative Figural A booklet, one of the Thinking Tests, were used. Within the scope of the study, it has revealed that its applications differentiated according to the Grid Model have a significant effect on the creative thinking and problem-solving skills and attitudes of gifted students

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