This study aimed to examine gifted students’ views on differentiated instruction activities in social studies courses. It used a qualitative study design. The sample consisted of 12 gifted 5th-grade students (6 boys and 6 girls) enrolled in the individual talent recognition program at a science and art center in the Central Anatolia Region during the 2020-2021 academic year. The data were collected using a semi-structured interview form. The interview data were analyzed using descriptive analysis, which is a qualitative data analysis approach. Overall, the findings of the study showed that the gifted students in the sample expressed positive views about the social studies course. However, the findings also indicated that the course is taught using traditional teaching methods, with no student-centered activities or no activities designed according to differentiated instruction. It was found that students enjoy and would like to do out-of-class activities that are not focused on memorization and allow them to express their thoughts, as well as activities such as drama/theater, group work, model building, clay tablet making, conferences, project design, and presentation. Additionally, it can be said that the gifted students were aware of the benefits of the social studies course in social life, were knowledgeable about the content and objectives of the course and perceived it as a course that imparts various skills useful for social life.
UZUN et al. (2024) studied this question.