Abstract
In this study, it was aimed to examine the effect of the support education program applied to gifted primary school students Science and Art Centers on the motivation and attitudes of mathematics, science, social studies and Turkish lessons. In the study, pre-post test experimental design without control group was used. 17 gifted primary school 4th grade students studying at a Science and Art Center in the Eastern Black Sea Region (in the support education program) were included in the study with convenient case sampling. Motivation and attitude scales developed by different researchers for mathematics, science, social studies and Turkish lessons were used to collect the data obtained within the scope of the study. The data were analyzed with a statistical program. In the result of study, it was concluded that the support education program did not cause significant difference in the motivation and attitudes of the students the Turkish lesson. It was found that support education program didn’t show significant difference in students' motivation in social studies and mathematics lessons, but showed a significant difference in their attitudes. In addition, it was concluded that support education program had significant difference the motivation the students the science lesson, but there was no significant difference in their attitudes towards the lesson.
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