Empowering Gifted Students as Environmental Change Agents: A Transformational Education Model
Leyla Ayverdi - Çanakkale Onsekiz Mart University - ORCID
Ege Erol Kozan - Balıkesir Karesi Şehit Prof. Dr. İlhan Varank Science and Art Center - ORCID
Bengisu Tanem Gevenesli - Balıkesir Karesi Şehit Prof. Dr. İlhan Varank Science and Art Center - ORCID
Abstract
According to Sternberg (2020), transformational giftedness is the ability to enact enduring, significant, and constructive societal change. Gifted individuals can substantially influence environmental and sustainability issues, which are increasingly critical. Current study examined the practices of 9th-grade gifted students and their teachers to increase environmental awareness in 5th and 6th-grade gifted students. Drawing on Sternberg’s concept of “other transformational giftedness,” the research emphasizes high school students leading initiatives to improve younger students’ understanding of environmental challenges. A simultaneous nested mixed methods research model was adopted in the current study. In the eight-week study, environmental education activities planned by talented high school students, educators, and experts were implemented. Gifted students raised awareness among their peers about the greenhouse effect, the causes of global warming, and environmental pollution. Both qualitative and quantitative data confirmed the program’s success in boosting environmental consciousness through peer-led efforts. The model highlights interdisciplinary, interactive methods to foster transformational giftedness and address global issues.
Keyword: Transformational Giftedness in Environmental Education
Referencias
Ambrose, D (2023). Interdisciplinary insights that reveal contextual influences on the development of giftedness and talent. Educ. Sci., 13, 690-703. https://doi.org/10.3390/educsci13070690
Ardoin, NM, Bowers, AW, Roth, NW, & Holthuis, N (2018). Environmental education and K-12 student outcomes: A review and analysis of research. The Journal of Environmental Education, 49(1), 1-17. https://doi.org/10.1080/00958964.2017.1366155
Ayaydın, Y, Gezer, SU, & Sesen, BA (2023). A Study on sustainable living awareness of gifted secondary school students. Research on Education and Psychology, 7(Special Issue 2), 602-624. https://doi.org/10.54535/rep.1363669
Aydın, F, Coskun, M, Kaya, H, & Erdonmez, I (2011). Gifted students’ attitudes towards environment: A case study from Turkey. African Journal of Agricultural Research, 6(7), 1876-1883. https://doi.org/10.5897/AJAR11.288
Bakar, F, Avan, Ç, & Aydınlı, B (2018). The attitude comparison of gifted students and normal peers on the recycling and environmental effects. Kastamonu Education Journal, 26(3), 935-944.
Barraza, L, & Walford, RA (2002). Environmental education: A comparison between English and Mexican school children. Environmental Education Research, 8(2), 171-186. https://doi.org/10.1080/13504620220128239
Carleton-Hug, A, & Hug, JW (2010). Challenges and opportunities for evaluating environmental education programs. Evaluation and Program Planning, 33(2), 159-164. https://doi.org/10.1016/j.evalprogplan.2009.07.005
Chapman, JD, & Aspin, DN (2013). A problem-solving approach to addressing current global challenges in education. British Journal of Educational Studies, 61(1), 49-62.
Cohen, B (2008). Explaining psychological statistics (3rd ed.). John Wiley& Sons.
Cresswell, JW (2003). A framework for design. In J. W. Cresswell (Ed.), Research design: Qualitative, quantitative, and mixed methods approaches (pp. 3–26). Sage.
Cross, JR (2021). Gifted children and peer relationships. In M Neihart, SI Pfeiffer, & TL Cross (Eds), The social and emotional development of gifted children (pp. 41-54). Routledge.
Davis, GA, Rimm, SB, & Siegle, DB (2013). Education of the gifted and talented: Pearson new international edition. Pearson Higher Ed.
Etikan, I, Musa, SA, & Alkassim, RS (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
Gagné, F (2010). Motivation within the DMGT 2.0 framework. High Ability Studies, 21(2), 81-99.
Gardner, HE (2011). Frames of mind: The theory of multiple intelligences. Basic books.
Grinin, AL, & Grinin, LE (2021). Analyzing the global problems of the twenty-first century. A review and forecast based on the report to the Club of Rome ‘Come On!’. Journal of Globalization Studies, 12(2), 181-195.
Hutton, FG, Feulner, G, ..., & Butler, D (2015). Global Challenges–an innovative journal for tackling humanity's major challenges. Global Challenges, 1(1), 3.
Jorgenson, SN, Stephens, JC, & White, B (2019). Environmental education in transition: A critical review of recent research on climate change and energy education. The Journal of Environmental Education, 50(3), 160-171. https://doi.org/10.1080/00958964.2019.1604478
Kasimov, NS, Malkhazova, SM, & Romanova, EP (2005). Environmental education for sustainable development in Russia. Journal of Geography in Higher Education, 29(1), 49-59. https://doi.org/10.1080/03098260500030363
Khanna, MK, Malik, S, & Kumar, H (2023). Indian solar panel initiatives in reducing carbon dioxide emissions. Energy and Power Engineering, 15(4), 191-203. https://doi.org/10.4236/epe.2023.154009
Kim, SS (2010). The effect of volunteer work at the place of ecology experience on the environmental sensitivity & state-trait anxiety of the gifted students. Journal of Environmental Science International, 19(5), 655-663.
Kolb, DA (2014). Experiential learning: Experience as the source of learning and development. FT press.
Law, MMS, Hills, P, & Hau, BCH (2017). Engaging employees in sustainable development–a case study of environmental education and awareness training in Hong Kong. Business Strategy and the Environment, 26(1), 84-97. https://doi.org/10.1002/bse.1903
Lähde, V, Vadén, T, ..., & Eronen, JT (2023). The crises inherent in the success of the global food system. Ecology and Society, 28(4), 16. https://doi.org/10.5751/ES-14624-280416
Liefländer, AK, & Bogner, FX (2018). Educational impact on the relationship of environmental knowledge and attitudes. Environmental Education Research, 24(4), 611-624. https://doi.org/10.1080/13504622.2016.1188265
Lund, PD (2015). Global Challenges: Energy. Global Challenges, 7-8.
Marland, SP (1972). Education of the Gifted and Talented. (2 Vols.). Reportto congress of the United States Commissioner of Education. US Government Printing Office.
Merriam, SB (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Ministry of National Education in Türkiye, MEB (2019). Bilim ve Sanat Merkezleri Yönergesi [Science and Art Centres Directive]. http://menderes.meb.gov.tr/meb_iys_dosyalar/2020_11/26154916_Bilim_ve_Sanat_Merkezleri_Yonergesi_2019.pdf
Mutlu, F, Nacaroğlu, O, & Doğan, M (2021). Awareness of the gifted students and their normally developing peers about environmental education concepts. Acta Didactica Napocensia, 14(1), 2-16. https://doi.org/10.24193/adn.14.1.1
Nacaroğlu, O, & Bozdağ, T (2020). An investigation into the perceptions of gifted students on environmental problems by using word association test. Gazi University Gazi Education Fakulty Journal, 40(2), 385-409.
Neihart, M, Pfeiffer, SI, & Cross, TL (2021). What have we learned and what should we do next? In M Neihart, SI Pfeiffer, & TL Cross (Eds.), The social and emotional development of gifted children (pp. 283-298). Routledge.
Nuhoğlu, H, & İmamoğlu, Y (2018). An interdisciplinary nature education program for gifted primary school students and its effect on their environmental literacy. Elementary Online, 17(4), 1928-1943.
Ors, F (2012). Environmental education and the role of media in environmental education in Turkey. Procedia-Social and Behavioral Sciences, 46, 1339-1342. https://doi.org/10.1016/j.sbspro.2012.05.298
Ötün, Y, Artun, H, Temur, A, & Tozlu, İ (2017). Environmental education concepts awareness scale for secondary school students: A validity and reliability study. YYU Journal of Education Faculty,16(1), 511-528. https://doi.org/10.23891/efdyyu.2017.20
Öz Aydın, S, & Ayverdi, L (2014). The comparison of proposing solutions of the students who attend and don't attend the science and art institution to an environmental problem in terms of scientific creativity. Journal of Turkish Science Education, 11(1), 25-41. https://doi.org/10.12973/tused.10101a
Özarslan, M (2022). Environmental problems according to the gifted and talented students and their solution proposals: Qualitative research. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 11(4), 201-216.
Pekrun, R, Goetz, T, Titz, W, & Perry, RP (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4
Pooley, JA, & o’Connor, M (2000). Environmental education and attitudes: Emotions and beliefs are what is needed. Environment and Behavior, 32(5), 711-723. https://doi.org/10.1177/0013916500325007
Renzulli, JS (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan,60, 18-24.
Renzulli, JS (2000). The identification and development of giftedness as a paradigm for school reform. Journal of Science Education and Technology, 9, 95-114.
Silverman, LK (1994). The moral sensitivity of gifted children and the evolution of society. Roeper Review, 17(2), 110-116. https://doi.org/10.1080/02783199409553636
Somogyi, T, & Nagy, R 2022. Some impacts of global warming on critical infrastructure protection - heat waves and the European financial sector. Insights into Regional Development, 4(4), 11-20. https://doi.org/10.9770/IRD.2022.4.4(1)
Speak, A, Escobedo, FJ, Russo, A, & Zerbe, S (2018). Comparing convenience and probability sampling for urban ecology applications. Journal of Applied Ecology, 55(5), 2332-2342.
Sternberg, RJ (1999). The theory of successful intelligence. Review of General Psychology, 3(4), 292-316.
Sternberg, RJ (2020). Transformational giftedness: rethinking our paradigm for gifted education. Roeper Review, 42(4), 230-240, https://doi.org/10.1080/02783193.2020.1815266
Sternberg, RJ (2021). Transformational vs. transactional deployment of intelligence. Journal of Intelligence, 9, 1-16. https://doi.org/10.3390/jintelligence9010015
Sternberg, RJ, Chowkase, A, ..., & Lu, J (2021). Beyond transformational giftedness. Education Sciences, 11(5), 192. https://doi.org/10.3390/educsci11050192
Sternberg, RJ (2024). Transformational giftedness in action: Paths to positive, meaningful, and potentially enduring societal change. Roeper Review, 46(4), 292-303, https://doi.org/10.1080/02783193.2024.2392238
Suen, LJ, Huang, HM, & Lee, HH (2014). A comparison of convenience sampling and purposive sampling. Hu Li Za Zhi, 61(3), 105.
Şahin, H, Karataş, S, ..., & Azeken, N (2023). A Systematic compilation of the problems encountered by teachers and students in Science and Arts Centers in Turkey. Sustainability, 15(3), 2537. https://doi.org/10.3390/su15032537
Taylor, N, Littledyke, M, …, & Coll, R (2009). Environmental education in context: An international perspective on the development of environmental education. Sense Publishers.
Terman, LM (1916). The measurement of intelligence: An explanation of and a complete guide for the use of the stanford revision and extension of the binet-simon intelligence scale. Houghton Mifflin.
Terman, LM (1925). Genetic studies of genius: mental and physical traits of a thousand gifted children. Stanford University Press.
Treagust, DF, Amarant, A, Chandrasegaran, AL, & Won, M (2016). A Case for enhancing environmental education programs in schools: reflecting on primary school students' knowledge and attitudes. International Journal of Environmental and Science Education, 11(12), 5591-5612.
Uğurlu, I (2019). Efficacy of recycling education integrated with ecology course prepared within the context of enrichment among gifted students. International Journal of Educational Sciences, 26(1-3), 49-58.
VanTassel-Baska, J (2023). Introduction to the Integrated Curriculum Model. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum for advanced learners (4th ed., pp. 17-37). Routledge.