Özet:

The aim of this study was to examine the efficiency of the differentiated instructional design for value education of gifted. This research was based according to the embedded experimental design of a mixed research method. The study group consisted of 25 gifted students (13 girls, 12 boys) at the 6th-grade level. Digital differentiation strategy was employed in instructional design. Students were asked to reflect their learning about Turkish talented people on cartoons containing both visual and auditory elements. The activities in the differentiated instructional design were applied to the students online for 8 weeks, 2 hours per week. Quantitative data were collected with the Target Behaviour Development Scale (Kanger, 2007). Quantitative data were analyzed with a dependent samples t-test. The Cohen d effect size was also calculated. In the qualitative part of this research, the views of gifted students, their products, the observations of researchers were evaluated. Qualitative data were analyzed descriptively. As a result of the research, the difference between the pre-test and post-test scores of the target behavior development levels of the gifted students regarding values was found to be statistically significant. This difference was in favor of the post-test and the effect size was high (d=1.047, p<.05). In other words, the differentiated instructional design for value education increased the values development of gifted students. Gifted students expressed their views on the differentiated instructional design the most frequently with the words "fun, instructive, and the values". The students were successful in writing cartoon scripts, turning the scripts into a cartoon, and indicated that they had some technical difficulties. Students were happy both to learn of the values and to produce technology-supported products. Comparative studies can be done by establishing experimental and control groups for different grade-level gifted students.

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