Research Information System
JOURNAL OF GIFTED EDUCATION AND CREATIVITY (JGEDC), vol.10, no.2, pp.97-112, 2023 (Peer-Reviewed Journal)
STEM for gifted has become a rapidly developing field in gifted education. Many research
findings on the use of STEM in the education of the gifted have increased the number of
studies on how and in what way it will be applied. This study aimed to examine the effect of
STEM for gifted activities on the problem-posing skills of gifted primary school students. The
explanatory design of the mixed method was used in the study. The study included 16 gifted
primary school students selected by convenient sampling. A problem-posing test and a semistructured interview were used as data collection tools. The effect of STEM for gifted activities
on problem-posing skills was determined by the Wilcoxon Signed Ranks test. Semi-structured
interviews with gifted primary school students were analyzed with descriptive analysis. At the
end of the study, it was concluded that STEM for gifted activities improved the problemposing skills of gifted primary school students and their retention. Gifted primary school
students expressed that they liked STEM for gifted activities; they liked the design phase the
most, and it increased their interest in science, mathematics, and engineering. Gifted primary
school students stated that problem-posing was moderately difficult because they did not do
problem-posing activities at school, but their problem-posing skills improved thanks to
STEM for gifted activities