Effects of argumentation-supported model-based learning on gifted students' conceptual understanding

Abstract

This study examines the educational effects of an argumentation-supported model-based learning (AB-MBL) approach on gifted sixth-grade students' conceptual learning in biodiversity and sustainable living. The research was conducted with 21 gifted students attending a Science and Art Center (SAC) in T & uuml;rkiye. During the four-week process, students engaged in modeling and argumentation activities designed to support learning in biodiversity and sustainable living education. Quantitative data were collected using a two-tier Biodiversity Conceptual Understanding Test administered as a pre-test and post-test, while qualitative data were obtained from students' learning journals. Quantitative findings revealed a statistically significant increase in gifted students' conceptual understanding of biodiversity after the intervention. Analysis of the learning journals indicated increased awareness of biodiversity conservation and active engagement in the learning process. The findings suggest that AB-MBL was associated with improvements in gifted students' conceptual understanding and shows promise as a pedagogical approach for biodiversity and sustainable living education.