The purpose of this study to examine the effect of a science course focused on curriculum differentiation with holistic approach on gifted students’ understandings about atomic structure. The case study approach was used in this research. The sample of the study consisted of 10 (ten) gifted students. Implementation period lasted 8 weeks for 3 hours each week. The data were collected through open-ended questionnaire, semi-structured interviews and written reflections. The findings have shown that gifted students were able to switch between macroscopic, microscopic, and symbolic dimensions of atomic structure as a result of teaching a differentiated chemistry lesson with a holistic approach. It was also seen that there are advancements
Alan : Eğitim Bilimleri
Dergi Türü : Ulusal
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