Abstract:

The purpose of this study is to analyze scientific literacy levels relevant to science and technology classes among gifted students that participate in scientific activities at science and art centers. This study investigated whether there was a significant difference in scientific literacy levels among gifted students according to the areas of their giftedness (science, mathematics, and social sciences) and the extent to which they participated in enrichment activities. The study also compared scientific literacy levels among the gifted students who participated in scientific activities at science and art centers and the students who received formal education and were not identified as gifted. Seventy-seven students from Afyon Aydın Doğan, Bayburt, Elazığ and Konya Science and Art Centers (as called BILSEM in Turkish) SACs constituted the sample of the study. The Scientific Literacy Scale developed by Keskin (2008) was used to determine scientific literacy levels among students. The Enrichment Scale was developed by the researchers to specify to what extent the respondents profited from enrichment activities. Arithmetic averages were calculated to determine scientific literacy levels and levels of enrichment strategies. Standard deviation, t-test, and variance analysis were used to establish the relationship between scientific literacy levels, areas of giftedness, and enrichment strategies. The findings of the study concluded that scientific literacy levels did not vary according to areas of giftedness, but they varied according to levels of participation in enrichment activities. The study also found higher scientific literacy levels among the gifted students compared to the students that attended formal education and were not identified as gifted.

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