The purpose of this study was to investigate the effect of STEAM-based science teaching on STEAM performance, design-based thinking skills, and STEAM attitudes of gifted and talented students. This mixed-methods study employed an intervention-assisted embedded research design. The study group comprised 33 fifth graders attending the Recognition of Individual Talents (RIT) Program of a Science and Art Center (SAC) in one of our southern provinces in the 2018-2019 school year. In the quantitative phase of the study, the data were collected based on a quasi-experimental approach. In the qualitative phase, however, interviews were conducted before, during, and after the intervention process. The quantitative data were collected through the “STEAM Performance Evaluation Form” (STEAM PEF), “Design-Based Thinking Performance Evaluation Form” (Design-Based Thinking PEF), and STEAM Attitude Test and the qualitative data were collected through interviews and observations. ANOVA test for mixed measures was performed for analysis of quantitative data and content analysis for qualitative data. A statistically significant difference was found in STEAM and design-based thinking performance between the treatment group that underwent STEAM-based science teaching and the control group that underwent a STEM-based science curriculum for 13 weeks, while no significant difference was found in their STEAM attitudes. STEAM-based science teaching gave the gifted and talented students an awareness of their creation and design skills and the STEAM as well as increased their motivation by having them use their logical and analytical thinking skills.
Science education, STEAM education, design-based thinking, attitude towards STEAM, gifted and talented students