Özet:

The study has studied the impact of class level on the scientific self-sufficiency of high school students showing normal development and superior talent. The study included a total of 443 students (111th grade, 112th grade, 112th grade, 108th grade) and a total of 634 students with superior talent (49th grade, 30th grade, 68th grade, and 44th grade) showing normal development. As a data collection tool, science is used as an authenticity scale. One-way Variance Analysis (ANOVA) and Tukey Test have been used to study the superior skilled class level and the influence of other high school students on the scientific objectives. According to the analysis, where the natural development of high school students differentiated by class level (F(3-439)=23.1, p<.05), the self-sufficiency of fifth-class students compared to sixth, seventh and eighth-class students, the self-sufficiency of sixth-class students compared to seventh and eighth-class students was significantly higher. The difference between the self-qualifications of the 7th and 8th class students is not meaningful. The study found that the level of class has a significant impact on the scientists’ self-evidence (2=0.14) in terms of normal development. In the highest-talent students, the differentiation between class level and science self-quality is meaningful only between the sixth and the seventh classes, and the sixth class is the legend. There was no statistically meaningful difference between the other groups’ egosity (F(3-187)=2.57, p>.05). In addition, the class level has a low scale of influence on the selfishness of the students in terms of superior talented students (2=0.04). These findings show that the elevation of the class level in normal development shows a decline in the elevation of the elevation self-quality, and that the elevation of the elevation of the elevation of the elevation of the elevation of the elevation of the elevation of the elevation of the elevation of the elevation of the elevation of the elevation of the elevation of the elevation of the elevation.

Özet:

In the study, science self-efficacy levels of non-gifted and gifted secondary school students were examined according to the class level. A total of 634 students participated in this study, which was conducted according to the quantitative survey design. Of these students, 443 were composed of non-gifted (111 fifth grade, 112 sixth grade, 112 seventh grade, 108 eighth grade) and 191 of them were gifted (49 fifth grade, 30 sixth grade, 68 seventh grade, 44 eighth grade) students. “The Science Self-Efficacy Scale” was used as the data collection tool. One-way analysis of variance (ANOVA) and Tukey test were used to examine the change of the science self-efficacy of the gifted and non-gifted secondary school students. As a result of the analyses it was found that the science self-efficacy of the non-gifted students was significantly different according to the grade levels (F (3-439) = 23.1, p <.05). Likewise, the self-efficacy scores of the fifth grade students was found to be significantly higher than the self-efficacy scores of the sixth, seventh and eighth grades, the self-efficacy scores of the sixth grade students was found to be significantly higher than the self-efficacy scores of the seventh and eighth grades. The difference between the self-efficacy scores of the seventh and eighth graders was not significant. In this study, the difference of the self-efficacy of the non-gifted students according to the grade levels was generalized to the accessible population since the effect size was found to be significant in terms of this difference (ƞ2 = 0.14). For the gifted students, only the sixth and seventh grades were significantly different in terms of their self-efficacy scores and this difference was in favor of the sixth grade. There was no statistically significant difference between the self-efficacy of the other classes (F (3-187) = 2.57, p> .05). Furthermore, the selfefficacy difference between the grade levels in terms of gifted students has a low effect size (ƞ2 = 0.04) and this difference is not practical significance since it cannot be generalized to the accessible population. These results show that the self-efficacy of the non-gifted students decrease with grade level increases and the self-efficacy of the gifted students do not change significantly between fifth, seventh and eighth grade levels. Suggestions were presented in line with these results. 

Anahtar Kelimeler: