Abstract:

This study attempts to identify learning strategy preferences of the gifted students studying at the science and arts center within the context of social studies course and the learning problems they have experienced while learning the subjects of the social studies course. Having a descriptive research design, the study used a survey method. Learning Strategies Scale was deployed as a data collection tool and administered to 55 gifted students. Two open-ended questions were posed to the students and the responses were received in writing in order to gain more in-depth information regarding the learning strategies students use and to identify the problems they have encountered in social studies course. Descriptive statistical methods and independent groups t test were used during data analysis. The data obtained from open-ended questions were analyzed through content analysis. The study results revealed that students were willing to use repetition, interpretation, attention, and social-emotional strategies, and these preferences did not significantly differ across gender, school type and having a private room. A significant difference was identified across social-affective strategies in terms of class level. The difference was found to be in favor of the 5th graders. Gifted students were determined to face problems during social studies course related to concentration, understanding the subject, forgetting what has been learned in a short time and memorizing the dates of events. They were found to solve these problems by trying to concentrate, studying more, asking for help from the teacher, doing research, revising the subject, taking notes, making plans and using mnemonic devices.

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