TY  - JOUR
T1  - IF I COULD BE A SOLUTION TO CLIMATE CHANGE: GIFTED CHILDREN
TT  - İKLİM DEĞİŞİKLİĞİNE ÇÖZÜM OLABİLSEM: ÖZEL YETENEKLİ ÇOCUKLAR
AU  - Şenol, Fatma Betül
AU  - Koca, Selda
AU  - Yazıcı, Hakkı
AU  - Koca, Nusret
AU  - Kurtdede Fidan, Nuray
PY  - 2025
DA  - October
Y2  - 2025
DO  - 10.69485/tseji.1749223
JF  - Turkish Special Education Journal: International
PB  - Hakan SARI
WT  - DergiPark
SN  - 2630-6123
SP  - 72
EP  - 90
VL  - 7
IS  - 1
LA  - en
AB  - Climate change is one of the most important global problems today. All individuals need to be aware of climate change, which threatens the lives of all living things on earth. Gifted students are at the center of individuals whose awareness about climate change should be raised. Because gifted students have a great impact on societies' overcoming environmental problems and they are more sensitive to environmental problems than their peers. In this study, it was aimed to improve the awareness and sensitivity of gifted primary school students towards climate change. The study was designed with a mixed method in which quantitative and qualitative methods were used together. The study was designed using a one-group pretest-posttest model from quantitative research methods. Typical case study method was used among qualitative research methods. Criterion sampling method, one of the purposeful sampling methods, was used to select the participants of the study. The main criteria were that the participants were gifted, were in the fourth and fifth grades at the Science and Art Center, had not received training on climate change before, and did not have any problems that would prevent them from participating in the practices. Accordingly, 30 gifted students constituted the study group. The study was determined by criterion sampling and consisted of 30 gifted primary school students. The quantitative data of the study were collected with the “Climate Change Awareness Scale” and qualitative data were collected through interviews, essay writing and journaling. Children were given Climate Change Awareness Training in six sessions. Each session included four activities. Data collection tools were applied to the study group before and after the Climate Change Awareness Training. As a result of the study, the climate change training had a positive effect on gifted children's understanding of the concept of climate change, the causes and prevention of climate change, and their suggestions for solutions to climate change. In this direction, it can be said that climate change education is effective on gifted children.
KW  - climate change
KW  - climate change awareness
KW  - gifted children
KW  - giftedness
N2  - İklim değişikliği, günümüzde en önemli küresel sorunlardan biridir. Yeryüzündeki tüm canlıların yaşamını tehdit eden iklim değişikliği konusunda bütün bireylerin bilinçlenmesi gerekmektedir. İklim değişikliği konusunda farkındalıkları geliştirilmesi gereken bireylerin merkezinde özel yetenekli öğrenciler yer almaktadır. Çünkü özel yetenekli öğrencilerin toplumların çevresel sorunları aşmalarında etkileri büyüktür ve çevresel sorunlara akranlarına göre daha fazla duyarlıdırlar. Bu çalışmada özel yetenekli ilkokul öğrencilerinin iklim değişikliğine yönelik farkındalıklarının ve duyarlılıklarının geliştirilmesi amaçlanmıştır. Çalışma nicel ve nitel yöntemin bir arada kullanıldığı karma yöntem ile tasarlanmıştır. Çalışma nicel araştırma yöntemlerinden tek gruplu ön test son test modeli kullanılarak tasarlandı. Nitel araştırma yöntemlerinden tipik durum çalışması yöntemi kullanılmıştır. Araştırmanın katılımcılarının seçiminde amaçlı örnekleme yöntemlerinden ölçüt örnekleme yöntemi kullanılmıştır. Katılımcıların özel yetenekli olması, Bilim ve Sanat Merkezi’nde dördüncü ve beşinci sınıf düzeyinde olması, daha önce iklim değişikliğine yönelik eğitim almamış olmaları, uygulamalara katılmalarını engelleyecek bir sorunlarının olmaması temel ölçüt olarak belirlenmiştir. Bu doğrultuda 30 özel yetenekli öğrenci çalışma grubunu oluşturmuştur. Çalışma ölçüt örnekleme ile belirlenmiş olup 30 özel yetenekli ilkokul öğrencisinden oluşmaktadır. Çalışmanın nicel verileri “İklim Değişikliği Farkındalık Ölçeği” ile nitel verileri görüşme, kompozisyon yazma ve günlük tutma ile toplanmıştır. Çocuklara altı oturum halinde İklim Değişikliği Farkındalık Eğitimi uygulanmıştır. Her oturumda dörder etkinlik yer almaktadır. Veri toplama araçları İklim Değişikliği Farkındalık Eğitimi’nden önce ve sonra çalışma grubuna uygulanmıştır. Çalışmanın sonucunda uygulanan iklim değişikliği eğitiminin özel yetenekli çocukların iklim değişikliği kavramına, iklim değişikliğinin nedenlerine ve önlenmesine, iklim değişikliğine yönelik çözüm önerilerinde bulunmaları üzerinde olumlu etkisi vardır. Bu doğrultuda iklim değişikliği eğitiminin özel yetenekli çocuklar etkili olduğu söylenebilir.
CR  - Albergel, C., Calvet, J.-C., Gibelin, A.-L., Lafont, S., Roujean, J.-L., Berne, C., Traullé, O., & Fritz, N. (2010). Observed and modelled ecosystem respiration and gross primary production of a grassland in southwestern France. Biogeosciences, 7(5), 1657–1668. https://doi.org/10.5194/bg-7-1657-2010
CR  - Al-Tal, S., Al-Jawaldeh, F., F., Al.-Tai. H., & Al-Eid, W. (2022). Social responsibility patterns among gifted students and their relationship to some variables. Jordan Journal of Applied Sciences-Humanities Science Series, 30(2). https://doi.org/10.35192/jjoas-h.v30i2.246
CR  - Bala, G., Caldeira, K., Mirin, A., Wickett, M., & Delire, C. (2005). Multicentury changes to the global climate and carbon cycle: results from a coupled climate and carbon cycle model. Journal of Climate, 18(21), 4531–4544. https://doi.org/10.1175/JCLI3542.1
CR  - Beach, R., Share, J., & Webb, A. (2017). Teaching climate change to adolescents. Routledge. https://doi.org/10.4324/9781315276304
CR  - Bodur, N. C., Tüysüz, C., & Turan, M. D. (2023). “Poles: examining the effect of the ‘soils waiting to be discovered’ activity on the climate change awareness of 6th grade students with special abilities. Uşak University Journal of Educational Research, 9(3), 144–161. https://doi.org/10.29065/usakead.1353824
CR  - Creswell, J. W. (2013). Qualitative Inquiry & research design choosing among five approaches (3rd ed.). Sage.
Denham, D., Rozance, M. A., Malone, M., & Goodling, E. (2021). Sustaining future environmental educators: building critical interdisciplinary teaching capacity among graduate students. Journal of Environmental Studies and Sciences, 11(1), 101–114. https://doi.org/10.1007/s13412-020-00611-y
CR  - Duan, H., Yuan, D., Cai, Z., & Wang, S. (2022). Valuing the impact of climate change on China’s economic growth. Economic Analysis and Policy, 74, 155–174. https://doi.org/10.1016/j.eap.2022.01.019
CR  - Esen, T. (2011). Investigation of gifted students’ knowledge and attitudes towards the environment [Master Thesis]. Adıyaman University.
CR  - Esringü, A., Canpolat, N., & Barış, Ö. (2021). “Green steps in climate change’ TUBITAK 4004 project evaluation. Journal of Atatürk University Institute of Social Sciences, 25(3), 883–902. https://doi.org/10.53487/ataunisosbil.825275
CR  - González-Gaudiano, E. J., & Meira-Cartea, P. Á. (2019). Environmental education under siege: Climate radicality. The Journal of Environmental Education, 50(4–6), 386–402. https://doi.org/10.1080/00958964.2019.1687406
Gowdy, J. (2020). Our hunter-gatherer future: Climate change, agriculture and uncivilization. Futures, 115, 1–9. https://doi.org/10.1016/j.futures.2019.102488
CR  - Hestness, E., McDonald, R. C., Breslyn, W., McGinnis, J. R., & Mouza, C. (2014). Science teacher professional development in climate change education informed by the next generation science standards. Journal of Geoscience Education, 62(3), 319–329. https://doi.org/10.5408/13-049.1
CR  - Hotaman, D. (2020). The Importance of education program in terms of equal opportunities in the education of talented and gifted students. Journal of International Social Research, 13(70), 530–537. https://doi.org/10.17719/jisr.2020.4112
CR  - Johnsen, S. K. (2021). Definitions, models, and characteristics of gifted students. In S. K. BySusan K. Johnsen (Ed.), Identifying gifted students (pp. 1–32). Routledge.
CR  - Judd, E. J., Tierney, J. E., Lunt, D. J., Montañez, I. P., Huber, B. T., Wing, S. L., & Valdes, P. J. (2024). A 485-million-year history of Earth’s surface temperature. Science, 385(6715), eadk3705.
CR  - Külegel, S. (2020). Research on the development of 21st century skills of gifted/special talented students through science, technology, engineering and mathematics based activities based on environmental education [Unpublished master’s thesis]. Yildiz Technical University.
CR  - Lear, C. H., Anand, P., Blenkinsop, T., Foster, G. L., Gagen, M., Hoogakker, B., ... & Zalasiewicz, J. (2021). Geological Society of London Scientific Statement: what the geological record tells us about our present and future climate. Journal of the Geological Society, 178(1), jgs2020-239.
CR  - Levent, F. (2014). Understanding the gifted children. Nobel.
CR  - Mikhaylov, A., Moiseev, N., Aleshin, K., & Burkhardt, T. (2020). Global climate change and greenhouse effect. Entrepreneurship and Sustainability Issues, 7(4), 2897–2913. https://doi.org/10.9770/jesi.2020.7.4(21)
CR  - Montenegro, A., Brovkin, V., Eby, M., Archer, D., & Weaver, A. J. (2007). Long term fate of anthropogenic carbon. Geophysical Research Letters, 34(19). https://doi.org/10.1029/2007GL030905
CR  - Mutlu, F., & Nacaroglu, O. (2019). Examination of perceptions of gifted students about climate change and global warming. Journal of Baltic Science Education, 5, 780–792.
CR  - Nacaroğlu O., & Karaaslan G. (2020). Investigation of cognitive structures of gifted students towards climate change. Gümüşhane University Institute of Social Sciences Electronic Journal, 11, 1–13.
CR  - Piechowski, M. M. (1997). Emotional giftedness: The measure of intrapersonal intelligence. In N. Colangelo & G. A. Davis (Eds.), Handbook of GiftedEducation (2nd ed., pp. 366–381). Allyn & Bacon.
CR  - Rimm, S., Siegle, D., & Davis, G. (2017). Education of the gifted and talented (7th ed.). Pearson.
CR  - Saeed Sanad, F., Ahmed Aljasim, F., & Soud AlHendal, H. (2021). The effect of an enrichment unit on climate change awareness and basic science process skills among gifted female primary school students. International Journal of Childhood, Counselling and Special Education, 3(1), 32–46. https://doi.org/10.31559/CCSE2021.3.1.3
CR  - Schroth, S. T., & Helfer, J. A. (2017). Gifted & Green: sustainability/environmental science investigations that promote gifted children’s learning. Gifted Child Today, 40(1), 14–28. https://doi.org/10.1177/1076217516675903
CR  - Seddon, N., Chausson, A., Berry, P., Girardin, C. A. J., Smith, A., & Turner, B. (2020). Understanding the value and limits of nature-based solutions to climate change and other global challenges. Philosophical Transactions of the Royal Society B: Biological Sciences, 375(1794), 20190120. https://doi.org/10.1098/rstb.2019.0120
CR  - Spellman F. R., & Stoudt M. (2013). Environmental science: Principles and practices. Scarecrow .
Thomas, C. D. (2010). Climate, climate change and range boundaries. Diversity and Distributions, 16(3), 488–495. https://doi.org/10.1111/j.1472-4642.2010.00642.x
CR  - Tirri, K., Tolppanen, S., Aksela, M., & Kuusisto, E. (2012). A cross-cultural study of gifted students’ scientific, societal, and moral questions concerning science. Education Research International, 2012, 1–7. https://doi.org/10.1155/2012/673645
CR  - Tolppanen, S., Kang, J., & Tirri, K. (2023). Climate competencies of finnish gifted and average-ability high school students. Education Sciences, 13(8), 840. https://doi.org/10.3390/educsci13080840
CR  - Türkeş, M. (2008). What is global climate change? Basic concepts, causes, observed and projected changes. Water Foundation Climate Change and Environment, 1(1), 26–37.
CR  - Unesco. (2013). Climate change education for sustainable development at UNESCO. Https://Unesdoc.Unesco.Org/Ark:/48223/Pf0000190101.
CR  - Wai, J., & Lovett, B. J. (2021). Improving gifted talent development can help solve multiple consequential real-world problems. Journal of Intelligence, 9(2), 31. https://doi.org/10.3390/jintelligence9020031
CR  - Yarzábal, L. A., Salazar, L. M. B., & Batista-García, R. A. (2021). Climate change, melting cryosphere and frozen pathogens: Should we worry…? Environmental Sustainability, 4(3), 489–501. https://doi.org/10.1007/s42398-021-00184-8
CR  - Yıldırım, A., & Şimşek, H. (2016). Qualitative Research Methods. Seçkin.
UR  - https://doi.org/10.69485/tseji.1749223
L1  - https://dergipark.org.tr/tr/download/article-file/5083701
ER  -