TRADITIONAL ENVIRONMENTAL KNOWLEDGE AND GIFTED STUDENTS AS TWO IMPORTANT SOURCES OF SOCIAL MEMORY: GIFTED STUDENTS’ ATTITUDES TOWARDS TRADITIONAL KNOWLEDGE
DOI:
https://doi.org/10.46827/ejes.v8i7.3804Keywords:
special education, gifted students, gender, age, attitudeAbstract
Traditional ecological knowledge (TEK) can be defined as cumulative knowledge, beliefs, and practices transmitted from generation to generation, related to people's relationship with the environment. This study aims to determine the attitudes of gifted students towards traditional environmental knowledge and to examine them in terms of various variables such as age, class and gender. The study group of the research consists of 120 gifted/talented students (67 girls, 53 boys) studying at Manisa Science and Art Center. “Traditional Knowledge Attitude Scale (TKAS)” developed by Ugulu (2013) was used in the study. The t-test and ANOVA test were used to determine whether students' attitudes towards science showed a significant difference in terms of independent variables of the study. According to the results of the research, when the average of the students' attitudes towards traditional knowledge according to their grade levels were evaluated, it was seen that the eighth-grade students' attitude scores were the highest. In terms of gender, it was concluded that the attitude scores of female students were higher than male students. As a result of the statistical comparison of the attitude scores of the gifted students according to the independent variables of the study, it was concluded that the difference between the averages in terms of grade level and age variables was not significant, but there was a significant difference in favour of girls in terms of gender (p < 0.05).
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