摘要：The purpose of this investigation was to conduct
a STEAM (science - technology - engineering
- arts - mathematics) education process with
gifted students’ teachers and to determine the
effect of this process on their critical thinking. In
the study, the case study was used as one of the
qualitative research methods. The participants
of the study were 12 gifted students’ teachers
who worked at a school for the gifted in Ankara.
Teaching worksheets and photographs
were used to collect data. After teachers collaboratively
carried out STEAM activities and argued
the activities in small group discussions,
they individually reconstructed each of the
STEAM activities as arguments by writing the
arguments on worksheets. Photographs were
also used for determining STEAM outputs of
the application process. For data analysis, content
analysis was utilized. Results showed that
STEAM education for gifted students’ teachers
helped them criticize their own and others’
thinking strategies and provided opportunities
for enhancing their critical thinking.
关键词：STEAM; argumentation; education
of gifted students’ teachers
