EXAMINATION OF PERCEPTIONS OF GIFTED STUDENTS ABOUT CLIMATE CHANGE AND GLOBAL WARMING

Fatma Mutlu; Oğuzhan Nacaroğlu

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EXAMINATION OF PERCEPTIONS OF GIFTED STUDENTS ABOUT CLIMATE CHANGE AND GLOBAL WARMING

Title	EXAMINATION OF PERCEPTIONS OF GIFTED STUDENTS ABOUT CLIMATE CHANGE AND GLOBAL WARMING
Publication Type	Journal Article
Year of Publication	2019
Authors	Mutlu, F, Nacaroğlu, O
Journal	Journal of Baltic Science Education
Volume	18
Issue	5
Start Page	780-792
Pagination	Continuous
Date Published	October/2019
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	climate change, draw-write-tell technique, gifted students, global warming
Abstract	The aim of this research was to examine the perceptions of gifted students about climate change and global warming from socio-scientific topics. Phenomenology design, which is a qualitative research design, was used in the research. The sample group consisted of 53 gifted students studying in a Science and Art Center located in Anatolia in the 2018-2019 academic year. As data collection tool, the draw-write-tell technique was used. The drawings of the students were grouped into four categories as causes of climate change and global warming, their results, recommendations and unacceptable drawings; whereas, the compositions of the students and the focus group interviews were collected under three categories including causes, results and recommendations as a result of content analysis. The research results suggested that while the perception levels of gifted students about the causes and possible results of climate change and global warming were high, their perception level about the solution of these problems was quite low. In addition, it was determined that students had misconceptions about climate change and global warming. Besides, the research results showed that the draw-write-tell technique was a useful tool in determining the students’ perception about socio-scientific subjects.
URL	http://oaji.net/articles/2019/987-1571128300.pdf
DOI	10.33225/jbse/19.18.780
Refereed Designation	Refereed
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