The views of gifted students regarding popular polar phenomena and their information sources

Abstract. In this study, we aimed to determine gifted students' views on popular polar phenomena and to investigate the origins of their information sources. We used a case study method involving a total of 27 gifted secondary school students in the fifth, seventh, and eighth grades. We asked 15 open-ended questions to understand the phenomena and examined the data using descriptive analysis. The results of the study revealed that the students were familiar with physical science concepts such as auroras and the midnight sun but had a limited or partial understanding of phenomena related to earth sciences, such as glaciers, permafrost, and polar vortices. The source of information varied depending on the phenomenon: the internet and school lessons were primary sources for auroras, while documentaries and media were primary sources for glaciers and polar vortices. These findings indicate that gifted students' misconceptions and partial knowledge shed light on the need for enhanced curriculum content, practical workshops, and teacher education to strengthen their understanding of polar sciences. Understanding these misconceptions can guide educators in designing educational strategies that foster curiosity and scientific literacy in gifted students, thereby improving science, technology, engineering, and math (STEM) education related to polar phenomena.