Evaluation of Learning Stations on Earth Science Concepts by Gifted Students: Bursa PUYED Example

Abstract

The purpose of this study is to assess effects of science lessons about earth sciences supported with learning stations on gifted students. The study was conducted in Gifted Children Association (PUYED) with five gifted fifth grade students. The students visited three stations. Semi-structured interviews, science journals and student answers to questions of instructions were used as data collection tools. A phenomenological approach was used as a research design. Findings gathered from the journals revealed that students had general knowledge about earthquakes, geological faults, and volcanoes prior to station visits. They were observed to explain concepts like tectonic plate movements, how earthquakes occur and mountain-earthquake relationship elaborately. After stations, students were able to make inferences by interpreting data and establish model-reality connection. Students expressed in the interviews their desire to learn scientific concepts with learning stations in their own schools. Using learning stations in their science teaching programs is strongly recommended.