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Assessing creative problem solving ability in mathematics: The DISCOVER Mathematics Assessment
(Routledge, 2020) Tan, Sema; Maker, C. June
The purpose of this study was to revise and revalidate the scoring procedure of the DISCOVER Mathematics Assessment to allow evaluators to better measure creative problem solving ability in mathematics, identify gifted students, and evaluate the programs for creative problem solving. The data consisted of scores of 233 students selected from five different grade levels. We compiled descriptive statistics and conducted regression analyses to compare the relationships between both the original and revised versions of the scoring system and general creativity. The revised scoring system was more effective when predicting variance in general creativity for overall problem-solving performance, and performance in semi-open-ended problems. It also predicted more variance in general creativity for the group Higher Grade Levels than the group Lower Grade Levels. Therefore, we suggested that quality should be considered as well as fluency, flexibility, and originality when scoring assessments for creative problem solving ability in mathematics. © 2020 World Council for Gifted and Talented Children.
Comparative Analysis of Gifted Centers
(Ankara Univ, Fac Educational Sciences, 2023) Agaya, Aysil; Tan, Sema
Introduction: Differentiation is crucial for gifted students to benefit fully from the advanced curriculum in general education. Along with the strategies used in gifted education, universities have established research and development centers to meet their unique needs. The aim of this study was to examine 17 different gifted education and research centers.Method: As this research is a descriptive case study, the data collection method employed was document analysis. The websites of 17 gifted centers were thoroughly examined using content analysis, focusing on specific themes. The data obtained within the scope of this research were analyzed using both descriptive and content analysis methods.Findings: It was found that the websites of the centers mainly provide details about the center's program, curriculum models, and activities. However, information regarding admission criteria is less frequently available on these websites. Additionally, the majority of personnel in gifted centers are doctoral students, with a smaller proportion of master's students. When it comes to financial support, centers primarily rely on specific funds, with minimal state support. Moreover, centers that specify student admission requirements often adopt a unique evaluation system.Discussion: When the literature was examined, no similar study was found. Based on the findings of the study, future studies can be conducted by comparing the gifted centers in Europe with the centers in other countries and can be expanded by including the education systems of the countries in this study.
Concepts of creativity in design based learning in STEM education
(Springer, 2021) Altan, Esra Bozkurt; Tan, Sema
Creativity is deemed as an integral part of twentyfirst century skills and is emphasized in science education curricula in Turkey as well as in other countries. Therefore, the purposes of this research were to examine the concepts of creativity demonstrated in the developing possible solutions step of the DBL and to determine the students' perceptions of this step. Data were collected from 13 female and 11 male middle school students participated in three different design based learning activities. Analyses of the data derived from students' writings and drawings, semi-structured interviews, and researchers' field notes were carried out using two separate methods. Descriptive analysis was used to quantitatively analyze students' writings and examine the fluency, flexibility, originality, and elaboration concepts of creativity while content analysis was used to qualitatively analyze the semi-structured interviews and researchers' field notes to corroborate the results of the descriptive analysis. Findings indicated that students demonstrated the highest frequency in fluency concept of creativity while the lowest frequency in originality. Also, the results of the content analysis revealed that the creativity of the students' ideas were influenced by several reasons including the exposure to other students' ideas, the degree of the familiarity with the design based learning process, and the fact that students had to make a working prototype of their ideas. Educators and future researchers might benefit from the findings of this study while using DBL to develop creativity as well as the suggested creativity assessment technique to determine students' strengths and weaknesses in this process.
Developing Accessible Lesson Plans with Universal Design for Learning (UDL)
(Routledge Journals, Taylor & Francis Ltd, 2022) Unluol Unal, Neslihan; Karal, Muhammed A.; Tan, Sema
The purpose of this study was to examine the effectiveness of UDL training on general education teacher candidates' daily lesson plan writing skills. The participants were 97 teacher candidates in a general education programme. They were required to write a lesson plan before and after the three-hour UDL training. The single group pre-test- post-test design was conducted to see whether there was a change on the dependent variable. The results of this study indicated that there was a statistically significant difference between the total scores of the participants on two lesson plans from the pre-test to post-test. The UDL training was found to be successful at increasing lesson plan writing skills and creating more responsive learning environments for general education teacher candidates.
Enhancing the Quality of IEP Goals Using an Interactive Feedback Procedure
(Scholarship at Western, 2022) Karal, Muhammed Akif; Unluol-Unal, Neslihan; Tan, Sema
Research emphasizes the necessity of improving teachers’ skills in writing individualized education program (IEP) goals. Thus, we aimed to develop an interactive feedback procedure and examine its effects on teacher candidates’ performance in writing IEP goals. We also examined whether there was a difference between treatment and control groups regarding their goal-writing skills. The 119 teacher candidates were divided into treatment (n= 58) and control groups (n = 61). The quality of IEP goals was rated using the first section of the IEP/IFSP Goals and Objectives Rating Instrument (GORI; Notari & Bricker, 1990). In this quasiexperimental study, we implemented an interactive feedback procedure for the treatment group while the control group was given only verbal feedback. ANCOVA revealed that the interactive feedback procedure was statistically significantly more effective than verbal feedback in improving the quality of IEP goals. The results suggest a useful framework that teacher-training programs can use to deliver effective instruction for teachers working with students with special needs. © 2022, Exceptionality Education International. All Rights Reserved.
Examining The Effect of Interactive Feedback Procedure on the Individualized Education Program (IEP) Goals
(2022) Unal, Neslihan Unluol; Karal, Muhammed A.; Tan, Sema
An Individualized Education Program (IEP) is essential for both assisting students to meet their needs and enabling professionals to evaluate the students’ progress. The purpose of this study was to enhance the teacher candidates’ performance of writing IEP goals and objectives by using interactive feedback procedures. Seventy-three pre-service teachers in elementary education program participated in the study. They were required to write IEP goals according to case scenarios at three different times. A two-factor analysis of variance with repeated measures was completed for the dependent variables. The results of this study indicate that there are statistically significant differences between the means at each measurement time for pretest-posttest- maintenance scores. Implementation of interactive feedback procedures is found to be successful at improving the IEP goals and objectives writing skills of the teacher candidates. Limitations and implications for practitioners are presented.
Fen Bilgisi Öğretmen Adaylarının Mühendislik Tasarımlarının Yaratıcılık ve Karar Verme Unsurları Bakımından İncelenmesi
(2022) Altan, Esra Bozkurt; Tan, Sema
Bu çalışmada fen bilgisi öğretmen adayları ile yürütülen mühendislik tasarım temelli bir etkinlikte öğretmen adaylarının geliştirdikleri çözümlerin yaratıcılık ve karar verme unsurları bakımından incelenmesi amaçlanmıştır. Durum çalışması olan bu araştırmanın çalışma grubunu 30 fen bilimleri öğretmen adayı oluşturmaktadır. Öğretmen adaylarının mühendislik tasarım problemlerine yönelik çözümlerini içeren çizim ve açıklamaları betimsel analiz ile çözümlenmiştir. Öğretmen adaylarının çözüm önerileri yaratıcılık unsurları (akıcılık, esneklik, orijinallik, detaylandırma) bakımından incelenmiştir. Grup çalışması ile yürütülen süreçte grupların biri dışında hiçbirinin orijinal bir çözüm ortaya koyamadığı tespit edilmiştir. Grupların kendi içlerinde geliştirdikleri çözümlerin farklılaşmasının (esnekliğinin) tüm çözüm sayılarına (akıcılık) oranı incelendiğinde iki grup hariç diğer grupların çözümlerinin en az yarısı ya da daha fazlasının aynı fikirler etrafında şekillendiği (esnek çözümler olmadığı) ve yeni fikirlerle çözüm üretilemediği belirlenmiştir. Ancak bir grup hariç diğer tüm grupların çözümlerin en az yarısını ya da daha fazlasını detaylandırabildiği tespit edilmiştir. Öğretmen adaylarının en uygun olarak belirledikleri çözümler incelendiğinde ise yalnızca bir grubun tüm kriter ve kısıtlamalara uygun bir çözüme karar verdikleri belirlenmiştir.
Forced Choice Dilemma in Gifted Students: A Narrative Review
(2024) Bicakci, Mehmet; Tan, Sema
Forced choice dilemma (FCD) is defined as a conflict between gifted students' urges to strive for social acceptance and to pursue higher levels of achievement. In this narrative review, we presented a groundwork for forced choice dilemma and argued that this dilemma is mostly a cultural construct. The forced choice dilemma experienced by gifted students has not been widely recognized in the literature. Therefore, we proposed several strategies to address this complex issue. The existing literature has few studies that investigate the frequency, prevalence, and types of student abilities in which the forced choice dilemma is observed in different genders. The lack of research on this topic emphasizes that the forced choice dilemma's gender differences, prevalence, and situations in which it occurs need broader research. Such studies can aid educators and mental health professionals in offering better support to gifted students in their academic and social growth, customizing interventions and programs to individual requirements and contexts.
How valid and reliable are teachers' assessments of gifted students?
(Izzet Kara, 2025) Arkan, Sumeyye; Tan, Sema
Teachers' perceptions, attitudes, and opinions about students, curricula, or evaluation methods contribute to the development of students' talents. Thus, researchers often collect data from teachers to identify gifted students, determine educational practices to meet the students' needs and assess gifted education programs. Researchers often develop measurement tools or utilize existing ones to collect valid and reliable data from teachers. This systematic literature review screened online databases to investigate measurement tools for teachers developed from 2017 to 2024. We combined the keywords scale, instrument, questionnaire, inventory, gifted, and teacher to screen Web of Science (WoS) and Scopus databases. We categorized the measurement tools based on their intended use and analyzed seventeen instruments across themes including identification/nomination, attitude-behavior-perception, and knowledge and opinion. Nearly half of these studies employed exploratory or confirmatory factor analysis for construct validity, although some relied on the more superficial face validity. Overall, the studies demonstrated high reliability and validity, but simple analyses should be repeated to further enhance the robustness of measurement instruments.
İki Kere Farklı: Özel Yetenekli ve Otizmli Bireyler Hakkında Ne Biliyoruz? Bir Sistematik Alanyazın Taraması
(2021) Atmaca, Furkan; Tan, Sema
Bu araştırmada hem özel yetenekli hem de otizm spektrum bozukluğu olan iki kere farklı bireylere yönelik\rulusal ve uluslararası alanyazında yer alan çalışmaların sistematik olarak incelenmesi amaçlanmıştır. Bu\rkapsamda veri tabanları ve anahtar kelimeler belirlenerek taramalar yapılmıştır. Taramalarda ulaşılan\rçalışmalardan 17 makale dâhil etme ve dışlama kriterleri neticesinde bu araştırmada incelenmek üzere\rbelirlenmiştir. Belirlenen çalışmalar otizmli iki kere farklı bireylerin özellikleri, tanılama süreci,\rmüdahaleler ve aileleri temaları altında incelenmiştir. Araştırmadan elde edilen bulgular otizmli iki kere\rfarklı bireylerin birçok akademik ve bilişsel beceri alanında ortalama üzeri performans sergilemelerine\rkarşın sosyal becerilerde ve iletişim becerilerinde güçlükler yaşadıklarını göstermektedir. Bu bireylerin\rtanılama süreçlerinde sadece otizm ya da sadece özel yetenek değerlendirmelerinin etkili sonuçlar\rvermeyebildiği görülmektedir. Bu nedenle çoklu değerlendirme yaklaşımları gerekli görülmektedir. Etkili\rmüdahale yaklaşımları için bu bireylerin güçlü yönlerine odaklanan ve zayıf yönlerini de göz önünde\rbulunduran yaklaşımlar gereklidir. Elde edilen bulgular alanyazın ışığında tartışılmıştır.
Investigation of the Gifted Students' Education Based on Its Cost
(Ankara Univ, Fac Educational Sciences, 2021) Cam-Tosun, Figen; Tan, Sema
Introduction: The purpose of this research was to investigate the cost parents paid for their gifted and non-gifted children, the type of expenses they made for their children's education and their opinions regarding the financial demands of their gifted children. Method: In this qualitative study with a phenomenological approach, the data were collected from 20 parents of gifted and non-gifted students using structured interview forms. The data were analyzed using descriptive statistics and content analysis. Findings: The findings indicated that the parents spent the most on school supplies for both gifted and non-gifted children for in-school environment. However, for out-of school expenditures parents spent the most on books, movies, and intelligence games for their gifted children while they spent the most on field trips and movies for their non-gifted children. Discussion: Parents could not fully support the development of their children (especially gifted ones) due to their financial conditions. Also, parents reported that opportunities in regular schools were not enough to help their children realize and fulfill their own potential. It was concluded that gifted children needed environments enriched with more materials, sources, mentors, and facilities to reveal their true potential.
Investigation Of The Middle School Students’ Evaluation On The Self-Contribution Of The Project Named “Preparing For Future: Looking For Solutions”
(T.C. Milli Egitim Bakanligi, 2020) Öztürk, Nurhan; Altan, Esra Bozkurt; Tan, Sema
The purpose of this research was to examine the middle school students’ opinions on an out-of-school learning environment. In this case study, the sample consisted of the participants of the Scientific and Technological Research Council of Turkey (TUBITAK) project named ‘Preparing for future: Looking for Solutions’. The participants were 50 sixth and seventh grade students with disadvantaged, normally developed, and gifted backgrounds. Thirty-five different activities were carried out by 23 different instructors from 8 different universities during the 8-day project. The data were collected via field notes and journals of students and were descriptively analyzed in four main categories named knowledge, skill, sense, and science, engineering, technology, society, and environment. As for the findings, the students claimed that the activities in the project helped them learn new information about science, mathematics, and engineering, and the activities contributed their science processing skills, life skills, and engineering and design skills. They furtherly claimed that they developed positive attitudes towards science, mathematics, technology, and engineering during the implementation of the activities and they were able to establish the relationships among science, engineering, and technology. It was also underlined by the students that involving in such project helped them increase their motivation for learning through product development and competitive feelings. Considering the students’ opinions, it might be stated that the use of product development activities in in-school and out-of-school learning environments will contribute positively to the development of the students’ knowledge and skills. We believed that the findings of this research will guide the future studies that will be carried out in the learning environments outside of the regular school environment. © 2020, Milli Egitim. All Rights Reserved.
IQ: Nedir? Ne Değildir?
(2022) Atmaca, Furkan; Tan, Sema
Özel gereksinimli öğrencilerin tanılama-müdahale süreçlerinde sıkça başvurulan IQ testleri güçlü ve önemli bilgi kaynaklarıdır. Ancak IQ testleri birtakım sınırlılıklara sahiptir. IQ kavramının, IQ testlerinin sınırlılıkların farkında olmak doğru tanılama ve etkili müdahale süreçleri için önemlidir. Bu derleme çalışmasının amacı, IQ kavramı ile IQ testlerinin sınırlarını ve güçlü yanlarını güncel alanyazın ışığında tartışarak uygulamaya yönelik öneriler sunmaktır. Çalışmanın ilk bölümünde IQ kavramının kuramsal ve pratikteki sınırlılıkları tartışılmıştır. Bu sınırlılıklar zekâ kavramı, norm değeri, Flynn Etkisi ve testi etkileyen etmenler başlıkları altında ele alınmıştır. Ardından IQ testlerinin güçlü yanları üzerinde durulmuştur. Sonuç olarak (1) zekâ kavramının kesin ve net bir tanımı olmadığı gibi IQ testleri de zekânın kesin ve net bir ölçütü değildir. 2- Testlerin güçlü bir yanı olan norm değerleri özellikle sosyokültürel farklılıkları olan bireyler açısından olumsuz durumlara sebep olabilmektedir. Öte yandan norm değerleri belirli aralıklarla geçerliliğini yitirmektedir. 3- IQ testleri üzerinde kültür ve dilin önemli ölçüde etkisi bulunmaktadır. 4- IQ testleri testörün tecrübesinden etkilenebilmekte (5) ve belirli bir hazırlıkla manipüle edilebilmektedir. 6- Taban ve tavan etkileri özel gereksinimli öğrencilerin gerçek performanslarının belirlenmesine engel olabilmektedir. Sonuç olarak, IQ testlerinin ne olduğunu ve ne olmadığını bilerek kullanmak gerekmektedir. Bunun yanında IQ testlerinin sınırlarını bilerek gerekli önlemlerin alınabilmesi adına öneriler sunulmuştur.
MEB Okul Öncesi Eğitim Programının (2013) Özel Yetenekli Çocukları Kapsaması Bakımından İncelenmesi
(2024) , Songül; Tan, Sema
ÖZ Bu çalışmada Milli Eğitim Bakalığı (MEB) okul öncesi eğitim programının özel yetenekli çocukları kapsaması bakımından incelenmesi amaçlanmıştır. Okul öncesi eğitim programının dokümanları (Kazanım ve gösterge listeleri, etkinlik örnekleri , okul öncesi eğitim tanıtım metni, okul öncesi eğitim programı ek-11) betimsel analiz yöntemiyle incelenmiş ve elde edilen bulgular tablolar halinde sunulmuştur. Okul öncesi eğitim sınıflarında bulunan özel yetenekli çocukların kapsanma durumu, gelişimsel özelliklerin kapsanması ve eğitsel ihtiyaçlarının karşılaması olmak üzere iki başlıkta ele alınmıştır. Elde edilen bulgular gelişimsel ihtiyaçlar başlığında incelendiğinde; okul öncesi eğitim programının, çocukların gelişimsel özelliklerini kısıtlı bir şekilde kapsadığına işaret etmektedir. Eğitimsel ihtiyaçları karşılama bakımından incelendiğinde; ortamlarında daha da kısıtlı olarak olası özel yetenekli çocukların ihtiyaçlarının karşılandığı belirlenmiştir. Özel yetenekli çocuklar için yapılan düzenlemelerin tüm çocukların gelişimsel ve eğitsel ihtiyaçlarına katkı sağladığı göz önünde bulundurulduğunda, bu çalışmada elde edilen bulgular uygulamaya dönük daha fazla araştırma ihtiyacı olduğunu göstermektedir. Okul öncesi eğitim programının uygulama boyutunun, öğretmenler tarafından hazırlanan etkinlik planları ve aylık planların incelenmesi önerilmektedir.
ORTAOKUL ÖGRENCILERININ “GELECEGE HAZIRLANIYORUM: PROBLEMLERE ÇÖZÜM ARIYORUM” PROJESININ KENDILERINE KATKILARINA YÖNELIK DEGERLENDIRMELERININ INCELENMESI
(Milli Egitim Bakanligi, 2020) Öztürk, Nurhan; Bozkurt Altan, Esra; Tan, Sema
Bu arastirmanin amaci, ortaokul ögrencilerinin bir okul disi ögrenme ortami hakkindaki görüslerini incelemektir. Çalismada nitel arastirma desenlerinden durum çalismasi deseni benimsenmistir. Aras- tirmanin çalisma grubu “Gelecege Hazirlaniyorum: Problemlere Çö- züm Ariyorum” adli TÜBITAK projesinin katilimcilarindan olusmakta- dir. Katilimcilar; dezavantajli, normal gelisim gösteren ve özel yetenekli olarak nitelendirilen altinci ve yedinci sinif toplam 50 ögrenciden olusmaktadir. Sekiz günlük proje boyunca 8 farkli üniversitede görev yapan 23 farkli egitmen tarafindan ögrencilere otuz bes farkli etkinlik gerçeklestirilmistir. Veriler, alan notlari ve ögrenci günlükleri kullanilarak toplanmis ve bilgi, beceri, duyus ve fen, mühendislik, teknoloji, toplum ve çevre (FMTTÇ) olarak adlandirilan dört ana kategoride betimsel analiz teknigi kullanilarak incelenmistir. Arastirma sonucunda ögrenciler, projedeki etkinliklerin kendilerinin fen bilimleri, matematik ve mühendislik hakkinda yeni bilgiler ögrenmelerine yardimci oldugunu ve etkinliklerin bilimsel süreç becerilerine, yasam becerilerine, mühendislik ve tasarim becerilerine olumlu katkida bulundugunu ifade etmislerdir. Ayrica ögrenciler; etkinliklerin uygulanmasi sirasinda fen bilimlerine, matematige, teknolojiye ve mühendislige karsi olumlu tutum gelistir- diklerini ve fen, mühendislik ve teknoloji arasinda iliski kurabildiklerini belirtmislerdir. Proje sürecinin ürün gelistirmeleri ve rekabet duygularini harekete geçirmeler araciligiyla motivasyonlarinin artmasina katki sagladigi ögrenciler tarafindan belirtilmistir. Ögrencilerin bu görüsleri dikkate alindiginda ürün gelistirme etkinliklerinin okul içi ve okul disi ögrenme ortamlarinda kullanilmasinin onlarin bilgi ve becerilerinin gelisimine olumlu katki saglayacagi düsünülmektedir. Arastirma bulgularinin okul disi ögrenme ortamlarina yönelik yapilacak çalismalara rehber olacagi düsünülmektedir.
Özel Yetenekli Öğrencilerin Akademik Benlik Algılarında Büyük Balık Küçük Gölet Etkisi: Bir Sistematik Alanyazın Taraması
(2024) Ağaya, Ayşıl; Tan, Sema
Bu araştırmada özel yetenekli bireylerin akademik benlik algılarında BBKGE’nin etkisine yönelik ulusal ve uluslararası alanyazında yer alan çalışmaların sistematik olarak incelenmesi amaçlanmıştır. Bu amaçla veri tabanları ve anahtar kelimeler kullanılarak taramalar yapılmıştır. Taramalarda ulaşılan çalışmalardan 16 makale dâhil etme ve hariç tutma kriterlerine göre bu araştırmada incelenmiştir. Belirlenen çalışmalar cinsiyet ve yetenek gruplamada BBKGE temaları altında incelenmiştir. Araştırmadan elde edilen sonuca göre genel olarak özel yetenekli öğrenciler için cinsiyet değişkeninin akademik benlik algılarında anlamlı farklılığıyla ilgili ve özel yetenekli öğrencilerin akademik benlik algısında BBKGE ilgili tutarlı sonuçlar bulunmamaktadır. Özel yetenekli öğrencilerin akademik benlik algılarında BBKGE dair ulaşılan sonuçlar alanyazınla tartışılmıştır ve yapılacak araştırmalar için öneriler sunulmuştur.
Primary education teachers' experiences in resource rooms in Turkey: disability vs. giftedness
(Routledge Journals, Taylor & Francis Ltd, 2022) Tan, Sema; Karal, Muhammed A.; Unluol Unal, Neslihan
The purpose of this study was to explore the primary school teachers' experiences about teaching gifted students and students with disabilities in the resource room. Thirteen teachers who work with students with disabilities and 11 teachers who work with gifted students participated in this qualitative study. The data were collected using structured interviews and semi-structured focus group interviews and analysed using content analysis. The findings indicated that the advantages and disadvantages of the resource room programmes differed for both groups of students. The teachers of both groups also expressed different advantages and disadvantages of working in the resource rooms for themselves. Some of the problems of the resource room programme were insufficient materials, inadequate facility, and unqualified personnel.
Primary School Teachers' Approach to Problem Behaviour in Inclusive Classrooms in Turkey
(Routledge Journals, Taylor & Francis Ltd, 2024) Karal, Muhammed A.; Tan, Sema; Unal, Neslihan Unluol
Managing challenging behaviour is a prominent issue in inclusive educational settings, particularly for teachers working with diverse student populations. Without early identification and intervention, these behaviours can increase in both severity and frequency, potentially impeding educational outcomes. It is therefore paramount to gain a deeper understanding of teachers' perspectives and strategies concerning these behaviours to guide effective prevention and intervention efforts. In this context, our qualitative study explored primary school teachers' perceptions and management of challenging behaviours within inclusive classrooms in Turkey. We employed thematic analysis to investigate teachers' approaches and responses to such behaviours. The findings reveal that the teachers have limited knowledge and expertise in managing problem behaviour. Future implications for practice and policy are discussed.
Providing Equity in Gifted Education in a Single-State Country
(Sage Publications Inc, 2022) Tan, Sema
Turkey adopts a single-state (centralized/unitary) system that results in following the same identification procedures and providing similar service delivery options for the entire country. At first glance, this might seem like a fair way to achieve equity within public school gifted programs. However, a close look at this system reveals several handicaps such as implementing the same teacher training program for all teacher candidates, ignoring the unequal opportunities provided in the most (Istanbul) and least (Sirnak) economically developed cities, and the accessibility of services delivered to gifted students. Turkey has paid much attention to the education of the gifted and taken several important steps for improvement in the last three decades. However, a need for bigger changes to achieve equity in gifted education is clear. With a careful planning and implementation, appropriate changes might pave the way for gifted students to access more equal opportunities to fulfill their potential.
Remote learning through a mobile application in gifted education
(SAGE Publications Ltd, 2022) Tan, Sema
During the school closure in the COVID-19 pandemic, students with special needs including gifted students faced many challenges in terms of educational support. The Turkish Ministry of National Education released a mobile app named “I am special, I am in education” to overcome these challenges. This study aimed to explore how gifted children perceived the experience of learning through this mobile app. Using a phenomenological design, the data were collected from 10 gifted students through focus group interviews and student journals. An inductive approach was used to analyze the data. The findings indicated that although gifted students referred to this experience as weird and different, they also stated that using the app helped their learning. They foregrounded that the app needed improvements and a section for live interaction with other gifted students and teachers to increase their motivation. This study suggests some implications for mobile app developers, educators, and parents. © The Author(s) 2021.

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