The effect of STEM activities on mathematical problem posing skills of gifted primary school students

Abstract

STEM for gifted has become a rapidly developing field in gifted education. Many research findings on the use of STEM in the education of the gifted have increased the number of studies on how and in what way it will be applied. This study aimed to examine the effect of STEM for gifted activities on the problem-posing skills of gifted primary school students. The explanatory design of the mixed method was used in the study. The study included 16 gifted primary school students selected by convenient sampling. A problem-posing test and a semi-structured interview were used as data collection tools. The effect of STEM for gifted activities on problem-posing skills was determined by the Wilcoxon Signed Ranks test. Semi-structured interviews with gifted primary school students were analyzed with descriptive analysis. At the end of the study, it was concluded that STEM for gifted activities improved the problem-posing skills of gifted primary school students and their retention. Gifted primary school students expressed that they liked STEM for gifted activities; they liked the design phase the most, and it increased their interest in science, mathematics, and engineering. Gifted primary school students stated that problem-posing was moderately difficult because they did not do problem-posing activities at school, but their problem-posing skills improved thanks to STEM for gifted activities.

Keywords

• gifted education
• problem posing
• Primary school student
• STEM for gifted

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