Investigating the relationship among gifted students' spatial reasoning skills, their conceptual understanding of astronomy and academic achievement

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dc.contributor.authorErtekin, Pelin
dc.contributor.authorKoksal, Mustafa Serdar
dc.date.accessioned2026-04-04T13:32:57Z
dc.date.available2026-04-04T13:32:57Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractThe purpose of this research is to examine the relationship among sixth,seventh-, and eighth-grade gifted students' spatial reasoning skills, conceptual understanding of basic astronomy topics, and science achievement. To achieve this, the study was designed as a multi-factor predictive correlational study. The research sample consists of 642 gifted middle school students enrolled in Science and Art Centers across 12 cities in Turkey. Data were collected using the Conceptual Understanding of Basic Astronomy Subjects Test, the Mental Image-Focused Spatial Reasoning Skill Test, and the Science Achievement Test. Path analysis was employed as the statistical method, and a path diagram was used to illustrate the explanatory relationships among the observed variables. The analysis revealed that grade level positively and significantly predicts static and dynamic spatial reasoning skills, conceptual understanding of basic astronomy topics, and science achievement among gifted students. Additionally, both static and dynamic spatial reasoning skills positively and significantly predict students' conceptual understanding of basic astronomy topics. Similarly, science achievement is positively and significantly predicted by students' static and dynamic spatial reasoning skills as well as their conceptual understanding of basic astronomy topics. Overall, the findings indicate positive and significant direct and indirect relationships between gifted students' grade level, static and dynamic spatial reasoning skills, conceptual understanding of basic astronomy topics, and science achievement.
dc.description.sponsorshipTUBITAK's 2211 National PhD Scholarship Program
dc.description.sponsorshipThis article is derived from the doctoral dissertation of the first author, who conducted the research under the supervision of Prof. Dr. Mustafa Serdar Koeksal at & Idot;noenue University. The first author's doctoral studies were supported by TUBITAK's 2211 National PhD Scholarship Program.
dc.identifier.doi10.21449/ijate.1464011
dc.identifier.endpage456
dc.identifier.issn2148-7456
dc.identifier.issue2
dc.identifier.orcid0000-0002-2185-5150
dc.identifier.startpage430
dc.identifier.trdizinid1317509
dc.identifier.urihttps://doi.org/10.21449/ijate.1464011
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1317509
dc.identifier.urihttps://hdl.handle.net/11616/108814
dc.identifier.volume12
dc.identifier.wosWOS:001522003500001
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherIzzet Kara
dc.relation.ispartofInternational Journal of Assessment Tools in Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250329
dc.subjectGifted students
dc.subjectSpatial reasoning skill
dc.subjectScience achievement
dc.subjectConceptual
dc.subjectunderstanding
dc.titleInvestigating the relationship among gifted students' spatial reasoning skills, their conceptual understanding of astronomy and academic achievement
dc.typeArticle

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