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Investigating the relationship among gifted students’ spatial reasoning skills, their conceptual understanding of astronomy and academic achievement

Yıl 2025, Cilt: 12 Sayı: 2, 430 - 456, 01.06.2025

Pelin Ertekin , Mustafa Serdar Köksal

https://doi.org/10.21449/ijate.1464011

Öz

The purpose of this research is to examine the relationship among sixth-, seventh-, and eighth-grade gifted students' spatial reasoning skills, conceptual understanding of basic astronomy topics, and science achievement. To achieve this, the study was designed as a multi-factor predictive correlational study. The research sample consists of 642 gifted middle school students enrolled in Science and Art Centers across 12 cities in Turkey. Data were collected using the Conceptual Understanding of Basic Astronomy Subjects Test, the Mental Image-Focused Spatial Reasoning Skill Test, and the Science Achievement Test. Path analysis was employed as the statistical method, and a path diagram was used to illustrate the explanatory relationships among the observed variables. The analysis revealed that grade level positively and significantly predicts static and dynamic spatial reasoning skills, conceptual understanding of basic astronomy topics, and science achievement among gifted students. Additionally, both static and dynamic spatial reasoning skills positively and significantly predict students' conceptual understanding of basic astronomy topics. Similarly, science achievement is positively and significantly predicted by students' static and dynamic spatial reasoning skills as well as their conceptual understanding of basic astronomy topics. Overall, the findings indicate positive and significant direct and indirect relationships between gifted students' grade level, static and dynamic spatial reasoning skills, conceptual understanding of basic astronomy topics, and science achievement.

Anahtar Kelimeler

Gifted students Spatial reasoning skill Science achievement Conceptual understanding Astronomy subjects

Etik Beyan

Inönü University, 27250534-605-E.13323632, 25.12.2015.

Kaynakça

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Yıl 2025, Cilt: 12 Sayı: 2, 430 - 456, 01.06.2025

Pelin Ertekin , Mustafa Serdar Köksal

https://doi.org/10.21449/ijate.1464011

Öz

Kaynakça

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  • Yerdelen-Damar, S.Y., & Aydın, S. (2015). Relations of approaches to learning with perceptions of learning environment and goal orientations. Education and Science, 40(179), 269-293. https://doi.org/10.15390/EB.2015.4332
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  • Zeilik, M., Schau, C., & Mattern, N. (1998). Misconceptions and their change in university-level astronomy courses. The Physics Teacher, 36(2), 104 107. https://doi.org/10.1119/1.880056
Toplam 123 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitimde Ölçme ve Değerlendirme (Diğer)
Bölüm Makaleler
Yazarlar

Pelin Ertekin 0000-0001-8011-0178

Mustafa Serdar Köksal 0000-0002-2185-5150

Erken Görünüm Tarihi 1 Mayıs 2025
Yayımlanma Tarihi 1 Haziran 2025
Gönderilme Tarihi 7 Nisan 2024
Kabul Tarihi 9 Ocak 2025
Yayımlandığı Sayı Yıl 2025 Cilt: 12 Sayı: 2

Kaynak Göster

APA Ertekin, P., & Köksal, M. S. (2025). Investigating the relationship among gifted students’ spatial reasoning skills, their conceptual understanding of astronomy and academic achievement. International Journal of Assessment Tools in Education, 12(2), 430-456. https://doi.org/10.21449/ijate.1464011

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