[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588220-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588220-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","gifted-students-views-and-argument-structures-on-a-socio-scientific-issue-cloning","Gifted Students' Views and Argument Structures on a Socio-Scientific Issue - Cloning","","Study examines how eighth-grade gifted students evaluate cloning and what argument structures they build around this socio-scientific issue. Using a qualitative case study design, data are collected from 24 gifted students at a Science and Art Center in Turkey during 2019–2020. Inductive content analysis identifies students’ views on cloning’s importance, positive and negative dimensions, and related science branches. Students generally form moderate to high-level arguments; findings are compared with literature and discussed, with recommendations for teachers, researchers, and program developers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/gifted-students-views-and-argument-structures-on-a-socio-scientific-issue-cloning/588220/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/gifted-students-views-and-argument-structures-on-a-socio-scientific-issue-cloning/588220.png","ImageObject",300,407,{"name":42,"@type":43},"Aditya","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the study on cloning?","Question",{"text":63,"@type":64},"The study determines eighth-grade gifted students’ evaluations of cloning and examines the argument structures they form about this socio-scientific issue.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were the data collected and analyzed?",{"text":68,"@type":64},"Data came from students’ answers to questions in a bulletin and a cloning scenario developed by the researchers. Inductive content analysis was used to analyze qualitative data.",{"name":70,"@type":61,"acceptedAnswer":71},"What kinds of argument structures did gifted students generally produce?",{"text":72,"@type":64},"Students generally formed moderate and high-level arguments related to cloning, addressing aspects such as its importance, positive and negative sides, and related scientific branches.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588220,1792171100,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":109,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","GIFTED STUDENTS' VIEWS AND ARGUMENT STRUCTURESON A SOCIO-SCIENTIFIC ISSUE: CLONING  \nOktay KIZKAPAN, Oğuzhan NACAROĞLU  \nAbstract: The aim of this study is to determine the evaluations of eighth grade gifted students towards cloning and to examine the argument structures formed by gifted students. The study was carried out using a case study design, which is one of the qualitative research method designs. The study group of the research consists of 24 gifted students studying at a Science and Art Center (SAC) in Turkey in the 2019-2020 academic years. Thirteen of these students were girls and eleven were boys. The data of the research were obtained from the answers given to the questions asked within the scope of the bulletin and scenario related to cloning developed by the researchers.  \nThe qualitative data collected in the research were analyzed using inductive content analysis.  \nBased on the students’ views, the importance of cloning, positive and negative aspects of cloning and the branches of science which are related to cloning were determined in the study In addition, it was seen that gifted students formed generally moderate and high-level arguments related to cloning. Findings obtained as a result of the research were compared with the related literature and discussed. Finally, suggestions were made for teachers, researchers and program developers.  \nKeywords: socio-scientific issues, gifted students, argument structure  \n1. Introduction  \nIn today’s world, rapid changes are taking place in science and technology. Although it provides many benefits and conveniences to human life, these changes cause some worries due to the risks it poses for humans, the environment and other living organisms (Christensen, 2007) . While scientific developments vary according to the needs of societies, societies can respond to these changes indifferent ways (Topçu, 2015) . Advantages and disadvantages caused by new developments in science and technology bring some disagreements and controversial issues in social, scientific and political terms (Levinson, 2006) . In this context, controversial issues such as cloning, nuclear energy, stem cell therapy have increased (Zeidler, Walker, Ackett & Simmons, 2002) .  \nSocio-scientific issues have applications in many scientific fields, embodying social dilemmas with no definitive answer (Sadler & Donnelly, 2006) . Therefore, these kinds of issues include social and scientific elements. Socio-scientific issues, which have a scientific basis but differ in whether they are accepted by the society or not, lead to the emergence of various perspectives since individuals do not have a definitive solution (Hodson, 2006) . In this regard, socio-scientific issues should not be expected to be easily answered and placed on a scientific basis. Socio-scientific issues include both local and global subjects such as biotechnology, cloning and the environment (Yang & Anderson, 2003) .  \nThe inclusion of socio-scientific issues that concern science and society in science courses is thought to be important in raising science literate individuals (Driver, Newton & Osborne, 2000) . In this context, it is aimed to include these topics in the curriculums in order to develop students' assessment, analyzing and decision-making skills (Zeidler, 2001) . In this respect, like other countries, Turkey also made updates in the curriculum in line with this target (Ministry of National Education [MoNE], 2018) . Because, it is important for students to gain awareness about socio-scientific issues and to criticize scientific knowledge and to make decisions in this process (Sadler & Zeidler, 2004) . In addition, students working on socio-scientific issues may face ethical and moral problems as well as social and scientific perspectives (Zeidler, Sadler, Applebaum & Callahan, 2009) . In this regard, students are expected to present their claims on socio-scientific issues and their justification for their claims, and to discuss on","cbCaijSZ6KGPI0Pz","https://ap.wps.com/l/cbCaijSZ6KGPI0Pz","pdf",425219,16,"English","# 1. Introduction\n## Socio-scientific issues in science education\n## Argumentation and argument structure","[{\"question\":\"What is the purpose of the study on cloning?\",\"answer\":\"The study determines eighth-grade gifted students’ evaluations of cloning and examines the argument structures they form about this socio-scientific issue.\"},{\"question\":\"How were the data collected and analyzed?\",\"answer\":\"Data came from students’ answers to questions in a bulletin and a cloning scenario developed by the researchers. Inductive content analysis was used to analyze qualitative data.\"},{\"question\":\"What kinds of argument structures did gifted students generally produce?\",\"answer\":\"Students generally formed moderate and high-level arguments related to cloning, addressing aspects such as its importance, positive and negative sides, and related scientific branches.\"}]","Gifted Students' Views and Argument Structures on a Socio-Scientific Issue - Cloning | PDF",1792064775]