SavedAdd your journal

Journals / Journal for the Education of Gifted Young Scientists / 2022 / Cilt: 10 - Sayı: 2

Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes

Merve KIZILBAY KAYA
Fikriye POLAT
Pages
149–157
Publication Date
2022-06-30
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

According to the results of the study, while there was no significant difference in terms of "enjoyment" and "social content of science" from the science and technology lesson attitude scale factors, it was found that there was a statistically significant difference in favor of gifted students from the "scale total scores" and "desire to learn" factors (p<0,05).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to examine the AR gene CAG polymorphisms of gifted students, and to determine whether there is a relationship between this gene region and students' attitudes towards science.
📊
Key Findings & Data:The research was conducted with randomly selected gifted students (N = 100) and normally developing students (N = 100) studying at the 5th grade level in Kocaeli, Turkey during the 2017-2018 and 2018-2019 school years.
💡
Conclusion & Impact:According to the results of the study, while there was no significant difference in terms of "enjoyment" and "social content of science" from the science and technology lesson attitude scale factors, it was found that there was a statistically significant difference in favor of gifted students from the "scale total scores" and "desire to learn" factors (p<0,05).
🔬Design:Research Article
📍Scope:2017-2018 Verileri
⚙️Variables:Science Attitude · Androgen Receptor Gene · Genetic

Abstract

This study aims to examine the AR gene CAG polymorphisms of gifted students, and to determine whether there is a relationship between this gene region and students' attitudes towards science. The research was conducted with randomly selected gifted students (N = 100) and normally developing students (N = 100) studying at the 5th grade level in Kocaeli, Turkey during the 2017-2018 and 2018-2019 school years. In order to determine students' attitudes towards science, science and technology lesson attitude scale was applied. According to the results of the study, while there was no significant difference in terms of "enjoyment" and "social content of science" from the science and technology lesson attitude scale factors, it was found that there was a statistically significant difference in favor of gifted students from the "scale total scores" and "desire to learn" factors (p<0,05). In the genetic dimension of the study, no statistically significant difference was found between the two groups in AR gene CAG polymorphisms. In the whole sample, there was no significant relationship between the AR gene CAG polymorphisms and the "scale total score" values.

🔖

Cite This Article

KAYA, M. K., POLAT, F. (2022). Investigation of the relationship between Androgen Receptor Gene CAG Repeat Polymorphisms and Turkish gifted students’ science attitudes. Journal for the Education of Gifted Young Scientists, Cilt: 10 - Sayı: 2, 149–157. https://ajindex.com/articles/676754

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (11)

  1. Akça, E., Azboy, Z., Fidan, A., Balcıkoca, M., Daş, R. (2018). Education of Gifted Students in the Perspective of Teachers: Motivation Sources and Problems (Diyarbakır Example), International Congress on Gifted and Talented Education, 1, 54–63.
  2. Malatya. Al-Hemaisan, M. (1985).
  3. Science Achievement, Attitudes Toward Science, Learning Motivation, And Divergent Creativity Of Saudi Arabian Middle School Male Students Identified As Academically Gifted Or Non-gifted (age, Father's Education), Indiana University, (Doctoral dissertation). https://www.proquest.com/docview/303384356
  4. Asbury, K., & Plomin, R. (2016).
  5. G is for Genes, The impact of genetics on education and achievement. Wiley Blackwell. Bo-eul, K., & Chi-soon, K. (2014). A Study on the Scientific Attitudes and Degree of Satisfaction about School Science Lessons of Science Gifted and General Students in Elementary School. Journal of the Korean Society of Earth Science Education, 7(1), 91–98. https://doi.org/10.15523/JKSESE.2014.7.1.091
  6. Caleon, I.S., & Subramaniam, R. (2008). Attitudes towards science of intellectually gifted and mainstream upper primary students in Singapore, Journal of Research in Science Teaching, 45, 940–954. https://repository.nie.edu.sg/bitstream/10497/15555/1/ERAS-2004-713.pdf
  7. Celec, P., Tretinárová, D., Minárik, G., Ficek, A., Szemes, T., Lakatošová, S., Schmidtová, E., Turňa, J., Kádaši, Ľ., & Ostatníková, D. (2013). Genetic polymorphisms related to testosterone metabolism in intellectually gifted boys. PloS one, 8(1), e54751. https://doi.org/10.1371/journal.pone.0054751
  8. Camcı Erdoğan, S. (2013). Üstün zekalı kızların bilime yönelik tutumları ve bilim insanı imajları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 10(1), 125-142. https://dergipark.org.tr/tr/download/article-file/93164
  9. Cürebal, F. (2004). Gifted students attitudes towards science and classroom environment based on gender and grade level (Unpublished Master's Thesis), METU Graduate School of Natural and Applied Sciences, Ankara.
  10. Çağlar, D. (2004). The Choice of gifted children, 1th Gifted Congress Publication Series, 1, 343–350.
  11. Ding, D., Xu, L., Menon, M., Reddy, G. P. V., & Barrack, E. R. (2004). Effect of a short CAG (glutamine) repeat on human androgen receptor function, the Prostate, 58(1), 23–32. doi: 10.1002/pros.10316. PMID: 14673949 Durdiakova, J., Lakatosova, S., Kubranska, A., Laznibatova, J., Ficek, A., Ostatnikova, D., & Celec, P. (2013). Mental rotation in intellectually gifted boys is affected by the andro