Abstract:

This study aims to test the development, implementation and effectiveness of a differentiated learning program that is based on a brain-based learning approach that can respond to the academic and mental needs of special talented students. The work, 5. The classroom continues with 12 experiments, 12 controls, 24 special skilled students and these students are educated at the White Ford Autosan Primary School. For the collection of data under the research, Cornell’s Critical Thought Scale, Torrance’s Creative Thought Test was used. The above-mentioned tests were given to the students of the experiment and control group as a pre-test and estest. The results of the research were obtained by using statistical analysis techniques in accordance with the collected data. The study found significant differences in the critical thinking skills of the trial group (z=-2,302, p<0.05), the total balance (z=-2,072, p<0.05), the assumption (z=-2,294, p<0.05) and the total (z=-2,227, p<0.05). From the creative thinking skills fluency (z=-2.180, p<0.05) , the abstractness of the titles (z=-2.865, p<0.01), and the total (z=-3.302, p<0.01) test points have found a significant difference in statistical terms in favor of the experiment group.