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Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes

Year 2022, Volume 10, Issue 2, 149 - 157, 30.06.2022
https://doi.org/10.17478/jegys.1100055

Abstract

This study aims to examine the AR gene CAG polymorphisms of gifted students, and to determine whether there is a relationship between this gene region and students' attitudes towards science. The research was conducted with randomly selected gifted students (N = 100) and normally developing students (N = 100) studying at the 5th grade level in Kocaeli, Turkey during the 2017-2018 and 2018-2019 school years. In order to determine students' attitudes towards science, science and technology lesson attitude scale was applied. According to the results of the study, while there was no significant difference in terms of "enjoyment" and "social content of science" from the science and technology lesson attitude scale factors, it was found that there was a statistically significant difference in favor of gifted students from the "scale total scores" and "desire to learn" factors (p<0,05). In the genetic dimension of the study, no statistically significant difference was found between the two groups in AR gene CAG polymorphisms. In the whole sample, there was no significant relationship between the AR gene CAG polymorphisms and the "scale total score" values.

References

  • Akça, E., Azboy, Z., Fidan, A., Balcıkoca, M., Daş, R. (2018). Education of Gifted Students in the Perspective of Teachers: Motivation Sources and Problems (Diyarbakır Example), International Congress on Gifted and Talented Education, 1, 54–63. Malatya.
  • Al-Hemaisan, M. (1985). Science Achievement, Attitudes Toward Science, Learning Motivation, And Divergent Creativity Of Saudi Arabian Middle School Male Students Identified As Academically Gifted Or Non-gifted (age, Father's Education), Indiana University, (Doctoral dissertation). https://www.proquest.com/docview/303384356
  • Asbury, K., & Plomin, R. (2016). G is for Genes, The impact of genetics on education and achievement. Wiley Blackwell.
  • Bo-eul, K., & Chi-soon, K. (2014). A Study on the Scientific Attitudes and Degree of Satisfaction about School Science Lessons of Science Gifted and General Students in Elementary School. Journal of the Korean Society of Earth Science Education, 7(1), 91–98. https://doi.org/10.15523/JKSESE.2014.7.1.091
  • Caleon, I.S., & Subramaniam, R. (2008). Attitudes towards science of intellectually gifted and mainstream upper primary students in Singapore, Journal of Research in Science Teaching, 45, 940–954. https://repository.nie.edu.sg/bitstream/10497/15555/1/ERAS-2004-713.pdf
  • Celec, P., Tretinárová, D., Minárik, G., Ficek, A., Szemes, T., Lakatošová, S., Schmidtová, E., Turňa, J., Kádaši, Ľ., & Ostatníková, D. (2013). Genetic polymorphisms related to testosterone metabolism in intellectually gifted boys. PloS one, 8(1), e54751. https://doi.org/10.1371/journal.pone.0054751
  • Camcı Erdoğan, S. (2013). Üstün zekalı kızların bilime yönelik tutumları ve bilim insanı imajları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 10(1), 125-142. https://dergipark.org.tr/tr/download/article-file/93164
  • Cürebal, F. (2004). Gifted students attitudes towards science and classroom environment based on gender and grade level (Unpublished Master's Thesis), METU Graduate School of Natural and Applied Sciences, Ankara.
  • Çağlar, D. (2004). The Choice of gifted children, 1th Gifted Congress Publication Series, 1, 343–350.
  • Ding, D., Xu, L., Menon, M., Reddy, G. P. V., & Barrack, E. R. (2004). Effect of a short CAG (glutamine) repeat on human androgen receptor function, the Prostate, 58(1), 23–32. doi: 10.1002/pros.10316. PMID: 14673949
  • Durdiakova, J., Lakatosova, S., Kubranska, A., Laznibatova, J., Ficek, A., Ostatnikova, D., & Celec, P. (2013). Mental rotation in intellectually gifted boys is affected by the androgen receptor CAG repeat polymorphism, Neuropsychologia, 51(9), 1693–1698. doi: 10.1016/j.neuropsychologia.2013.05.016. Epub 2013 May 30.
  • Harty, H., & Beall, D. (1984). Attitudes toward science of gifted and nongifted fifth graders, Journal of Research in Scıence Teaching, 21(5), 483–488.
  • Hieronymus, A. N., Lindquist, E. F., & Hoover, H. D. (1979) Iowa tests of basic skills, teacher's guide, Chicago: Riverside,
  • Karasar, N. (2007). Bilimsel Araştırma Yöntemleri, (22nd ed.) Nobel Yayın Dağıtım.
  • Keser, F. F., & Kalender, S. (2016). Determination of gifted students' views on science, Hasan Ali Yücel Faculty of Education Journal, 13(Special issue-1), 95–105.
  • Liao, G., Chen, L. Y., Zhang, A., Godavarthy, A., Xia, F., Ghosh, J. C., Li H., & Chen, J. D. (2003). Regulation of androgen receptor activity by the nuclear receptor corepressor smrt, The Journal of Biological Chemistry, 278(7), 5052-5061. doi: 10.1074/jbc.M206374200.
  • Orbay, M., Gökdere, M., Tereci, H., & Aydın, M. (2010). Attitudes of gifted students towards science depending on some variables: A Turkish sample, Academic Journals, 5(7), 693–699.
  • Polat, F., Budak, Diler, S., Azazi, İ., & Öden, A. (2016). T-786C, G894T, and Intron 4 VNTR (4a/b) Polymorphisms of the Endothelial Nitric Oxide Synthase Gene in Bladder Cancer Cases, Asian Pacific Journal of Cancer Prevention, 16(6), 2199–2202. DOI: 10.7314/apjcp.2015.16.6.2199
  • Ridley, M. (1999). Genome. The Autobiography of a Species in Chapters, (7th ed), Boğaziçi University Publishing House. Ryk, C., Wiklund, N. P., Nyberg, T., & de Verdie, P. J. (2011). Polymorphisms in nitric-oxide synthase 3 may influence the risk of urinary-bladder cancer, Nitric Oxide, 25, 338–343.
  • Taber, K. S. (2017). Science Education for Gifted Students, (1st ed.) Pegem Akademi Yayıncılık.
  • Tereci, H., Aydın, M., & Orbay, M. (2008). Examining the science attitudes of students attending science and art centers: Amasya SAC Example, Gifted and Talented Children Congress.
  • Thorndike, R. L., & Hagen, E. P. (1979). Cognitive Abilities Test, Chicago: Riverside.
  • URL1: https://www.ensembl.org/Homo_sapiens/Location/Genome?db=core;g=ENSG00000169083;r=X:67544021-67730619;t=ENST00000374690
  • URL2: https://www.ensembl.org/Homo_sapiens/Location/Chromosome?db=core;g=ENSG00000169083;r=X:67544021-67730619
  • URL3: https://www.ensembl.org/Homo_sapiens/Transcript/Summary?db=core;g=ENSG00000169083;r=X:67544021-67730619;t=ENST00000374690
  • URL4: https://www.ensembl.org/Homo_sapiens/Location/Chromosome?db=core;g=ENSG00000169083;r=X:67544021-67730619
  • Yong, F. L. (1992). Mathematics and science attitudes of African-American middle grade students identified as gifted: gender and grade differences, Journal of the Reoper Review, 14(3), 136–140. https://doi.org/10.1080/02783199209553408
  • Yaşar, Ş., & Anagün, Ş. S. (2009). Science and Technology Course Scientific Attitude Scale reliability and validity studies. Journal of Turkish Science Education, 6, 43–54.

Year 2022, Volume 10, Issue 2, 149 - 157, 30.06.2022
https://doi.org/10.17478/jegys.1100055

Abstract

References

  • Akça, E., Azboy, Z., Fidan, A., Balcıkoca, M., Daş, R. (2018). Education of Gifted Students in the Perspective of Teachers: Motivation Sources and Problems (Diyarbakır Example), International Congress on Gifted and Talented Education, 1, 54–63. Malatya.
  • Al-Hemaisan, M. (1985). Science Achievement, Attitudes Toward Science, Learning Motivation, And Divergent Creativity Of Saudi Arabian Middle School Male Students Identified As Academically Gifted Or Non-gifted (age, Father's Education), Indiana University, (Doctoral dissertation). https://www.proquest.com/docview/303384356
  • Asbury, K., & Plomin, R. (2016). G is for Genes, The impact of genetics on education and achievement. Wiley Blackwell.
  • Bo-eul, K., & Chi-soon, K. (2014). A Study on the Scientific Attitudes and Degree of Satisfaction about School Science Lessons of Science Gifted and General Students in Elementary School. Journal of the Korean Society of Earth Science Education, 7(1), 91–98. https://doi.org/10.15523/JKSESE.2014.7.1.091
  • Caleon, I.S., & Subramaniam, R. (2008). Attitudes towards science of intellectually gifted and mainstream upper primary students in Singapore, Journal of Research in Science Teaching, 45, 940–954. https://repository.nie.edu.sg/bitstream/10497/15555/1/ERAS-2004-713.pdf
  • Celec, P., Tretinárová, D., Minárik, G., Ficek, A., Szemes, T., Lakatošová, S., Schmidtová, E., Turňa, J., Kádaši, Ľ., & Ostatníková, D. (2013). Genetic polymorphisms related to testosterone metabolism in intellectually gifted boys. PloS one, 8(1), e54751. https://doi.org/10.1371/journal.pone.0054751
  • Camcı Erdoğan, S. (2013). Üstün zekalı kızların bilime yönelik tutumları ve bilim insanı imajları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 10(1), 125-142. https://dergipark.org.tr/tr/download/article-file/93164
  • Cürebal, F. (2004). Gifted students attitudes towards science and classroom environment based on gender and grade level (Unpublished Master's Thesis), METU Graduate School of Natural and Applied Sciences, Ankara.
  • Çağlar, D. (2004). The Choice of gifted children, 1th Gifted Congress Publication Series, 1, 343–350.
  • Ding, D., Xu, L., Menon, M., Reddy, G. P. V., & Barrack, E. R. (2004). Effect of a short CAG (glutamine) repeat on human androgen receptor function, the Prostate, 58(1), 23–32. doi: 10.1002/pros.10316. PMID: 14673949
  • Durdiakova, J., Lakatosova, S., Kubranska, A., Laznibatova, J., Ficek, A., Ostatnikova, D., & Celec, P. (2013). Mental rotation in intellectually gifted boys is affected by the androgen receptor CAG repeat polymorphism, Neuropsychologia, 51(9), 1693–1698. doi: 10.1016/j.neuropsychologia.2013.05.016. Epub 2013 May 30.
  • Harty, H., & Beall, D. (1984). Attitudes toward science of gifted and nongifted fifth graders, Journal of Research in Scıence Teaching, 21(5), 483–488.
  • Hieronymus, A. N., Lindquist, E. F., & Hoover, H. D. (1979) Iowa tests of basic skills, teacher's guide, Chicago: Riverside,
  • Karasar, N. (2007). Bilimsel Araştırma Yöntemleri, (22nd ed.) Nobel Yayın Dağıtım.
  • Keser, F. F., & Kalender, S. (2016). Determination of gifted students' views on science, Hasan Ali Yücel Faculty of Education Journal, 13(Special issue-1), 95–105.
  • Liao, G., Chen, L. Y., Zhang, A., Godavarthy, A., Xia, F., Ghosh, J. C., Li H., & Chen, J. D. (2003). Regulation of androgen receptor activity by the nuclear receptor corepressor smrt, The Journal of Biological Chemistry, 278(7), 5052-5061. doi: 10.1074/jbc.M206374200.
  • Orbay, M., Gökdere, M., Tereci, H., & Aydın, M. (2010). Attitudes of gifted students towards science depending on some variables: A Turkish sample, Academic Journals, 5(7), 693–699.
  • Polat, F., Budak, Diler, S., Azazi, İ., & Öden, A. (2016). T-786C, G894T, and Intron 4 VNTR (4a/b) Polymorphisms of the Endothelial Nitric Oxide Synthase Gene in Bladder Cancer Cases, Asian Pacific Journal of Cancer Prevention, 16(6), 2199–2202. DOI: 10.7314/apjcp.2015.16.6.2199
  • Ridley, M. (1999). Genome. The Autobiography of a Species in Chapters, (7th ed), Boğaziçi University Publishing House. Ryk, C., Wiklund, N. P., Nyberg, T., & de Verdie, P. J. (2011). Polymorphisms in nitric-oxide synthase 3 may influence the risk of urinary-bladder cancer, Nitric Oxide, 25, 338–343.
  • Taber, K. S. (2017). Science Education for Gifted Students, (1st ed.) Pegem Akademi Yayıncılık.
  • Tereci, H., Aydın, M., & Orbay, M. (2008). Examining the science attitudes of students attending science and art centers: Amasya SAC Example, Gifted and Talented Children Congress.
  • Thorndike, R. L., & Hagen, E. P. (1979). Cognitive Abilities Test, Chicago: Riverside.
  • URL1: https://www.ensembl.org/Homo_sapiens/Location/Genome?db=core;g=ENSG00000169083;r=X:67544021-67730619;t=ENST00000374690
  • URL2: https://www.ensembl.org/Homo_sapiens/Location/Chromosome?db=core;g=ENSG00000169083;r=X:67544021-67730619
  • URL3: https://www.ensembl.org/Homo_sapiens/Transcript/Summary?db=core;g=ENSG00000169083;r=X:67544021-67730619;t=ENST00000374690
  • URL4: https://www.ensembl.org/Homo_sapiens/Location/Chromosome?db=core;g=ENSG00000169083;r=X:67544021-67730619
  • Yong, F. L. (1992). Mathematics and science attitudes of African-American middle grade students identified as gifted: gender and grade differences, Journal of the Reoper Review, 14(3), 136–140. https://doi.org/10.1080/02783199209553408
  • Yaşar, Ş., & Anagün, Ş. S. (2009). Science and Technology Course Scientific Attitude Scale reliability and validity studies. Journal of Turkish Science Education, 6, 43–54.

Details

Primary Language English
Subjects Education, Special
Published Date June 2022
Journal Section Gifted Education
Authors

Merve KIZILBAY KAYA
Başiskele Çocuk Üniversitesi
0000-0003-2413-8656
Türkiye


Fikriye POLAT (Primary Author)
Kocaeli Üniversitesi
0000-0002-5414-2501
Türkiye

Supporting Institution Scientific Research Project Unit of Kocaeli University
Project Number 2018-105
Thanks We would like to thank to Scientific Research Project Unit of Kocaeli University.
Publication Date June 30, 2022
Published in Issue Year 2022, Volume 10, Issue 2

Cite

Bibtex @research article { jegys1100055, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2022}, volume = {10}, pages = {149 - 157}, doi = {10.17478/jegys.1100055}, title = {Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes}, key = {cite}, author = {Kızılbay Kaya, Merve and Polat, Fikriye} }
APA Kızılbay Kaya, M. & Polat, F. (2022). Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes . Journal for the Education of Gifted Young Scientists , 10 (2) , 149-157 . DOI: 10.17478/jegys.1100055
MLA Kızılbay Kaya, M. , Polat, F. "Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes" . Journal for the Education of Gifted Young Scientists 10 (2022 ): 149-157 <https://dergipark.org.tr/en/pub/jegys/issue/69363/1100055>
Chicago Kızılbay Kaya, M. , Polat, F. "Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes". Journal for the Education of Gifted Young Scientists 10 (2022 ): 149-157
RIS TY - JOUR T1 - Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes AU - Merve Kızılbay Kaya , Fikriye Polat Y1 - 2022 PY - 2022 N1 - doi: 10.17478/jegys.1100055 DO - 10.17478/jegys.1100055 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 149 EP - 157 VL - 10 IS - 2 SN - -2149-360X M3 - doi: 10.17478/jegys.1100055 UR - https://doi.org/10.17478/jegys.1100055 Y2 - 2022 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes %A Merve Kızılbay Kaya , Fikriye Polat %T Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes %D 2022 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 10 %N 2 %R doi: 10.17478/jegys.1100055 %U 10.17478/jegys.1100055
ISNAD Kızılbay Kaya, Merve , Polat, Fikriye . "Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes". Journal for the Education of Gifted Young Scientists 10 / 2 (June 2022): 149-157 . https://doi.org/10.17478/jegys.1100055
AMA Kızılbay Kaya M. , Polat F. Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes. JEGYS. 2022; 10(2): 149-157.
Vancouver Kızılbay Kaya M. , Polat F. Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes. Journal for the Education of Gifted Young Scientists. 2022; 10(2): 149-157.
IEEE M. Kızılbay Kaya and F. Polat , "Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes", Journal for the Education of Gifted Young Scientists, vol. 10, no. 2, pp. 149-157, Jun. 2022, doi:10.17478/jegys.1100055

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