gifted students

Secondary students in Malaysia turn away from STEM partly because the curriculum content is abstract and disconnected from real life. This mixed-methods study evaluated a Student-as-Trendsetter framework in which 10 gifted students codesigned 3D-printed STEM kits and mentored 88 peers. The classroom participants highly rated the peer-led sessions (M = 4.14–4.57), including the trendsetters’ expertise (M = 4.35). The trendsetters’ self-rated technical competency decreased significantly after the project (from 4.30–4.90 to 1.80–3.00; p < .001). Reflective journals showed that this decline was a healthy recalibration: moving from digital design to physical fabrication exposed real engineering constraints and built grounded, resilient confidence. The framework offers a low-cost route to engaging in student-led STEM learning.

This study aims to explore and analyze effective learning strategies for gifted and talented students in elementary schools. Using a systematic literature review, it identifies the distinctive needs of gifted students and examines appropriate strategies, including curriculum enrichment, curriculum compacting, and acceleration. The findings indicate that gifted students need more challenging and targeted approaches to help them reach their full potential. Dynamic and relevant curriculum development, together with professional teacher training, is essential to creating a supportive and inspiring learning environment. Educational policies should therefore be more responsive to the needs of gifted students.

This study aims to comprehensively examine the potential of the Türkiye Century Education Model Secondary School Mathematics Curriculum to support the development of gifted students. It considers whether, and to what extent, the curriculum offers differentiated and flexible practices suited to gifted students’ academic development needs in mathematics and their educational needs. For the analysis, the curriculum was divided into seven sections: its fundamental approach and specific objectives, principles of implementation, the structure of the curriculum, and the themes for Grades 5, 6, 7, and 8. The sections were then analysed thematically as part of document analysis. The findings show that the curriculum largely helps meet gifted students’ academic development needs in mathematics by fostering higher-order thinking and metacognitive skills, although it remains limited in some respects. Its content was found to have features capable of meeting students’ educational needs. The findings nevertheless suggest that the process component should be enriched to help students feel valued and increase their motivation. They further suggest that the product component should respond more closely to students’ interests and that assessment should provide continuity throughout the process. Further studies are recommended to examine, at the implementation level, how well the curriculum meets gifted students’ developmental and educational needs in school settings.

این مطالعه با هدف بررسی جامع ظرفیت برنامهٔ درسی ریاضیات دورهٔ متوسطه مدل آموزش سدهٔ ترکیه برای حمایت از رشد دانش‌آموزان تیزهوش انجام شده‌است. در این پژوهش بررسی می‌شود که آیا و تا چه اندازه این برنامهٔ درسی، شیوه‌های متفاوت و انعطاف‌پذیری متناسب با نیازهای رشد تحصیلی دانش‌آموزان تیزهوش در ریاضیات و نیازهای آموزشی آنان ارائه می‌دهد. برای تحلیل، برنامهٔ درسی به هفت بخش تقسیم شد: رویکرد بنیادی و اهداف اختصاصی، اصول اجرا، ساختار برنامهٔ درسی و محورهای مربوط به پایه‌های پنجم، ششم، هفتم و هشتم. سپس این بخش‌ها در قالب تحلیل اسنادی به‌صورت موضوعی مورد بررسی قرار گرفتند. یافته‌ها نشان می‌دهد که این برنامهٔ درسی تا حد زیادی به رفع نیازهای رشد تحصیلی دانش‌آموزان تیزهوش در ریاضیات از طریق تقویت مهارت‌های تفکر سطح‌بالا و فراشناختی کمک می‌کند، هرچند در برخی جنبه‌ها محدودیت‌هایی دارد. محتوای آن دارای ویژگی‌هایی است که می‌تواند نیازهای آموزشی دانش‌آموزان را برآورده سازد. با این حال، یافته‌ها حاکی از آن است که مؤلفهٔ فرایند باید غنی‌تر شود تا دانش‌آموزان احساس ارزشمندی کنند و انگیزهٔ آنان افزایش یابد. همچنین پیشنهاد می‌شود مؤلفهٔ محصول بیش‌تر با علایق دانش‌آموزان هم‌راستا شود و ارزشیابی به‌صورت پیوسته در طول فرایند انجام گیرد. انجام مطالعات بیشتر برای بررسی میزان تحقق نیازهای رشدی و آموزشی دانش‌آموزان تیزهوش در سطح اجرا در محیط‌های مدرسه‌ای توصیه می‌شود.