Özet:

Academically skilled students develop more consciously than their relatives and need special training with their relatives who learn quickly like themselves. The aim of this research is to determine the impact of astronomical-chemical thinking experiments based on the arguments learning approach on the critical thinking skills of special skilled students. The research was carried out on the basis of the study of the quality research patterns for 16 hours of course with 18 special talented students in an school teaching with special talented students in Ankara in the 2017-2018 academic year. The study used paper sheets of the teaching directory that re-established the seven astronomical-chemical thought experiments as an instrument of data collection and the thought experiments that students structured. In the process of data collection, special skilled students, after discussing seven astronomical-chemical thinking experiments in small groups, each of them individually structured in the form of arguments. Later, special talented students structured their own thinking experiments in a way that would be parallel to the achievements of thought experiments. The data is analyzed by content analysis and illustrations. The research found that special skilled students were able to structure their thinking experiments as arguments, and they were able to produce their own thinking experiments, thus developing their critical thinking skills.

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