摘要：ABSTRACT: The purpose of this study was to investigate gifted elementary students learning strategies in learning
process. The study group consisted of 101 (50 female, 51 male) gifted students in elementary level. Data were
analyzed with using t-test, one way ANOVA, Mann Whitney U test and Scheffe test. Results showed that affective
strategies frequently were used by gifted students. Female students used elaboration, comprehension monitoring and
organizing strategies significantly more than males. Male students used rehearsal strategy significantly more than
females. 6th grade students’ were used comprehension monitoring strategies significantly more than 7th grade students.
6th grade students’ were used organizing strategies significantly more than 7th, and 8th grade students. The results were
discussed relation to literature and implications for theory and research were offered.
