The Relationship Between Gifted Students’ Readiness to Learn and their Attitudes Towards Research/Inquiry in Connectivist Learning Environments

The aim of this study is to determine the relationship between the readiness of gifted students to learn in connective learning environments and their attitudes towards research/inquiry. The research was designed with the relational survey model, one of the quantitative research methods. The study group of the research consists of 227 gifted students who attend Çorum Science and Art Center, Türkiye. “Readiness for Learning in Connective Environments Scale” and “Attitude Scale Towards Research/Inquiry for Secondary School Students” were used as data collection tools. Descriptive statistics, Pearson Correlation Coefficient and multiple linear regression analysis were performed using SPSS program in the analysis of the data. The findings show that there is a low-level, positive and significant relationship between the readiness of gifted students to learn in connective environments and their attitudes towards research/inquiry. It was concluded that their attitudes towards research/inquiry have a low-level, positive and significant relationship with contextualization and navigation skills, which are the sub-dimensions of readiness for learning in connective environments. In addition, a low-level, positive and significant relationship was found between curiosity and contextualization and navigation skills, between avoidance and resource management, and between valuing and navigation skills. In the study, it was found that the levels of readiness to learn in a connective environment of gifted students and all sub-dimensions of this structure significantly predicted "curiosity", which is a sub-dimension of attitudes towards research/inquiry.