Determining the Space Camp Experiences of Gifted Girl Students
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Published
May 27, 2026
Abstract
It has been demonstrated that space camps represent the most appealing informal learning environments for students. The objective of this research is to provide a detailed account of the changes experienced by gifted girl students before and after their space camp experiences. As part of the research, the students participated in a 6-day programme at a space camp supported by NASA, the second of its kind in the world, located in Turkey. The study involved a sample of five gifted sixth-grade students enrolled in secondary school. An embedded single case design, representing a qualitative research design, was employed in this study. In this research, semi-structured interview questions and the drawing technique were utilised as qualitative data collection tools. The NVivo 11 programme was utilised for the purpose of data analysis. The experience of attending the space camp had an emotional and cognitive impact on the gifted girl students. It was determined that experience-based activities at the space camp supported the career orientation of gifted students. This situation demonstrates that the space camp is a powerful educational tool that has the capacity to transform curiosity into scientific thinking, nurture areas of interest, and shape potential career orientations.
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Keywords
Astronomy Education, Gifted Girl Student, Informal Learning, Space Camp
Supporting Agencies
No funding sources declared.
References
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Behboudi, F., Kosari, A., Mollajan, A., & Haji Jafari, M. (2025, February). Global space camps: A comprehensive review and strategic framework for future development [Paper presentation]. The 23rd International Conference of Iranian Aerospace Society.
https://www.researchgate.net/publication/392264654_Global_Space_Camps_A_Comprehensive_Review_and_Strategic_Framework_for_Future_Development
Bigham, R. (2020). Space camp experience for attendees of the 2019 IsLAND conference in Huntsville, Alabama. Journal of Science Education for Students with Disabilities, 23(1), 4. https://scholarworks.rit.edu/cgi/viewcontent.cgi?article=1122&context=jsesd
Boston, J. S., & Cimpian, A. (2018). How do we encourage gifted girls to pursue and succeed in science and engineering? Gifted Child Today, 41(4), 196–207. DOI: https://doi.org/10.1177/1076217518786955
Bozdogan, A. E. (2018). Science education beyond the school. In A. Tekbiyik & G. Cakmakci (Eds.), Science teaching and STEM activities. Nobel.
Cetin, N. (2025). Analyzing student drawings of cosmology concepts. Sakarya University Journal of Education, 15(2), 117-137. DOI: https://doi.org/10.19126/suje.1618404
Davies, D. & McGregor, D. (2020). Teaching science creatively. Routledge.
Ercolani, A., Kowalczyk, A., Saccoccia, G., & Bartilla, P. (2018). The ESA Space Camp—Space and science for new generations [Paper presentation]. 2018 SpaceOps Conference, Marseille, France. DOI: https://doi.org/10.2514/6.2018-2339
Erol, M., Demir, R., & Erol, A. (2025). The effect of family-involved STEM education on girls’ engineering habits of mind. The Journal of Educational Research, 1-17. DOI: https://doi.org/10.1080/00220671.2025.2496314
Fields, D. A. (2009). What do students gain from a week at science camp? Youth perceptions and the design of an immersive, research-oriented astronomy camp. International Journal of Science Education, 31(2), 151–171. DOI: https://doi.org/10.1080/09500690701731154
Grant, D. F., Battle, D. A., & Heggoy, S. J. (2000). The journey through college of seven gifted females: Influences on their career related decisions. Roeper Review, 22(4), 251–260. DOI: https://doi.org/10.1080/02783190009554047
Hall, A. S., & Kelly, K. R. (2015). Identity and career development in gifted students. In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted education. Prufrock Press.
Hansen, A. H., Bendiksen, P. S., & Henninen, K. (2003, August). European space camp. In European rocket and balloon programmes and related research (Vol. 530, pp. 63–66). ESA Publications Division. https://adsabs.harvard.edu/full/2003ESASP.530...63H
Hitt, R. E. (2017). Providing the spark: Using informal education experiences at the US Space & Rocket Center and Space Camp to generate interest in STEM during early childhood. In 53rd AIAA/SAE/ASEE Joint Propulsion Conference (p. 4617). DOI: https://doi.org/10.2514/6.2017-4617
Kager, E. (2015). Effects of participation in a STEM camp on STEM attitudes and anticipated career choices of middle school girls: A mixed methods study [Doctoral dissertation, Ohio University]. ProQuest Dissertations and Theses Global.
Knezek, G., & Christensen, R. (2020, December). Technology-enhanced outcomes from the NASA Space Science Education Consortium [Conference session]. AGU Fall Meeting. https://ui.adsabs.harvard.edu/abs/2020AGUFMED053..07K/abstract
Kulegel, S., & Topsakal, U. U. (2020). Secondary school students’ perceptions about space camp: Space Camp Turkey. Journal of Education and Learning, 9(3), 154–162. DOI: https://doi.org/10.5539/jel.v9n3p154
Lacin Simsek, C. (2020). Informal learning environments in science education. Pegem.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Moon, S. M. (2002). Counseling needs and strategies. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? Prufrock Press.
National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. The National Academies Press. DOI: https://doi.org/10.17226/12190
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Oktay, O., & Sen, A. I. (2020). Technology in informal learning environments. In H. Artun, S. Aydin Gunbatar, & M. S. Gunbatar (Eds.), Trends in technology in science education. Pegem.
Perkins, B. (2007). “Ground control to deaf and hard of hearing students...”: Space Camp provides lessons in science, math, teamwork, and fun. Odyssey: New Directions in Deaf Education, 8(1), 28–29. https://files.eric.ed.gov/fulltext/EJ903159.pdf
Sanders, M. M., Calabrese, E. J., Gooden, M., & Capraro, M. M. (2024). STEMing together: A comparison of co-ed and all-female informal learning environments. Journal of Research in Innovative Teaching & Learning. DOI: https://doi.org/10.1108/JRIT-10-2023-0163
Schilling, M., & Pinnell, M. (2019). The STEM gender gap: An evaluation of the efficacy of women in engineering camps. Journal of STEM Education: Innovations and Research, 20(1), 37–45. DOI: https://doi.org/10.18260/1-2--31126
Space Camp Turkey. (2025). Retrieved January 5, 2026, from https://www.spacecampturkey.com/
Turkish Space Agency. (2022). The National Space Program. Retrieved January 5, 2026. https://tua.gov.tr/en/national-space-program/about-the-national-space-program
UNESCO. (2018). Cracking the code: Girls’ and women’s education in STEM. https://unesdoc.unesco.org/ark:/48223/pf0000253479
Wakabayashi, M., Takada, T., Imai, K., Kajimura, Y., Nakaya, J., Kitamura, K., ... & Shimada, K. (2019). Education in aerospace engineering: A report on the 2016 KOSEN Space Camp. Transactions of The Japan Society for Aeronautical and Space Sciences, Aerospace Technology Japan, 17(3), 392–397. DOI: https://doi.org/10.2322/tastj.17.392
Weber, S. J., & Mitchell, C. (1996). Drawing ourselves into teaching: Studying the images that shape and distort teacher education. Teaching and Teacher Education, 12(3), 303–313. DOI: https://doi.org/10.1016/0742-051X(95)00040-Q
Yin, R. K. (2013). Case study research: Design and methods. Sage Publications.
Yu, H. P., & Jen, E. (2019). The gender role and career self-efficacy of gifted girls in STEM areas. High Ability Studies, 32(1), 71–87. DOI: https://doi.org/10.1080/13598139.2019.1705767
Behboudi, F., Kosari, A., Mollajan, A., & Haji Jafari, M. (2025, February). Global space camps: A comprehensive review and strategic framework for future development [Paper presentation]. The 23rd International Conference of Iranian Aerospace Society.
https://www.researchgate.net/publication/392264654_Global_Space_Camps_A_Comprehensive_Review_and_Strategic_Framework_for_Future_Development
Bigham, R. (2020). Space camp experience for attendees of the 2019 IsLAND conference in Huntsville, Alabama. Journal of Science Education for Students with Disabilities, 23(1), 4. https://scholarworks.rit.edu/cgi/viewcontent.cgi?article=1122&context=jsesd
Boston, J. S., & Cimpian, A. (2018). How do we encourage gifted girls to pursue and succeed in science and engineering? Gifted Child Today, 41(4), 196–207. DOI: https://doi.org/10.1177/1076217518786955
Bozdogan, A. E. (2018). Science education beyond the school. In A. Tekbiyik & G. Cakmakci (Eds.), Science teaching and STEM activities. Nobel.
Cetin, N. (2025). Analyzing student drawings of cosmology concepts. Sakarya University Journal of Education, 15(2), 117-137. DOI: https://doi.org/10.19126/suje.1618404
Davies, D. & McGregor, D. (2020). Teaching science creatively. Routledge.
Ercolani, A., Kowalczyk, A., Saccoccia, G., & Bartilla, P. (2018). The ESA Space Camp—Space and science for new generations [Paper presentation]. 2018 SpaceOps Conference, Marseille, France. DOI: https://doi.org/10.2514/6.2018-2339
Erol, M., Demir, R., & Erol, A. (2025). The effect of family-involved STEM education on girls’ engineering habits of mind. The Journal of Educational Research, 1-17. DOI: https://doi.org/10.1080/00220671.2025.2496314
Fields, D. A. (2009). What do students gain from a week at science camp? Youth perceptions and the design of an immersive, research-oriented astronomy camp. International Journal of Science Education, 31(2), 151–171. DOI: https://doi.org/10.1080/09500690701731154
Grant, D. F., Battle, D. A., & Heggoy, S. J. (2000). The journey through college of seven gifted females: Influences on their career related decisions. Roeper Review, 22(4), 251–260. DOI: https://doi.org/10.1080/02783190009554047
Hall, A. S., & Kelly, K. R. (2015). Identity and career development in gifted students. In F. A. Dixon & S. M. Moon (Eds.), The handbook of secondary gifted education. Prufrock Press.
Hansen, A. H., Bendiksen, P. S., & Henninen, K. (2003, August). European space camp. In European rocket and balloon programmes and related research (Vol. 530, pp. 63–66). ESA Publications Division. https://adsabs.harvard.edu/full/2003ESASP.530...63H
Hitt, R. E. (2017). Providing the spark: Using informal education experiences at the US Space & Rocket Center and Space Camp to generate interest in STEM during early childhood. In 53rd AIAA/SAE/ASEE Joint Propulsion Conference (p. 4617). DOI: https://doi.org/10.2514/6.2017-4617
Kager, E. (2015). Effects of participation in a STEM camp on STEM attitudes and anticipated career choices of middle school girls: A mixed methods study [Doctoral dissertation, Ohio University]. ProQuest Dissertations and Theses Global.
Knezek, G., & Christensen, R. (2020, December). Technology-enhanced outcomes from the NASA Space Science Education Consortium [Conference session]. AGU Fall Meeting. https://ui.adsabs.harvard.edu/abs/2020AGUFMED053..07K/abstract
Kulegel, S., & Topsakal, U. U. (2020). Secondary school students’ perceptions about space camp: Space Camp Turkey. Journal of Education and Learning, 9(3), 154–162. DOI: https://doi.org/10.5539/jel.v9n3p154
Lacin Simsek, C. (2020). Informal learning environments in science education. Pegem.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
Moon, S. M. (2002). Counseling needs and strategies. In M. Neihart, S. M. Reis, N. M. Robinson, & S. M. Moon (Eds.), The social and emotional development of gifted children: What do we know? Prufrock Press.
National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. The National Academies Press. DOI: https://doi.org/10.17226/12190
National Science Teachers Association. (2012). NSTA position statement: Learning science in informal environments. https://static.nsta.org/pdfs/positionstatement_informal.pdf
Oktay, O., & Sen, A. I. (2020). Technology in informal learning environments. In H. Artun, S. Aydin Gunbatar, & M. S. Gunbatar (Eds.), Trends in technology in science education. Pegem.
Perkins, B. (2007). “Ground control to deaf and hard of hearing students...”: Space Camp provides lessons in science, math, teamwork, and fun. Odyssey: New Directions in Deaf Education, 8(1), 28–29. https://files.eric.ed.gov/fulltext/EJ903159.pdf
Sanders, M. M., Calabrese, E. J., Gooden, M., & Capraro, M. M. (2024). STEMing together: A comparison of co-ed and all-female informal learning environments. Journal of Research in Innovative Teaching & Learning. DOI: https://doi.org/10.1108/JRIT-10-2023-0163
Schilling, M., & Pinnell, M. (2019). The STEM gender gap: An evaluation of the efficacy of women in engineering camps. Journal of STEM Education: Innovations and Research, 20(1), 37–45. DOI: https://doi.org/10.18260/1-2--31126
Space Camp Turkey. (2025). Retrieved January 5, 2026, from https://www.spacecampturkey.com/
Turkish Space Agency. (2022). The National Space Program. Retrieved January 5, 2026. https://tua.gov.tr/en/national-space-program/about-the-national-space-program
UNESCO. (2018). Cracking the code: Girls’ and women’s education in STEM. https://unesdoc.unesco.org/ark:/48223/pf0000253479
Wakabayashi, M., Takada, T., Imai, K., Kajimura, Y., Nakaya, J., Kitamura, K., ... & Shimada, K. (2019). Education in aerospace engineering: A report on the 2016 KOSEN Space Camp. Transactions of The Japan Society for Aeronautical and Space Sciences, Aerospace Technology Japan, 17(3), 392–397. DOI: https://doi.org/10.2322/tastj.17.392
Weber, S. J., & Mitchell, C. (1996). Drawing ourselves into teaching: Studying the images that shape and distort teacher education. Teaching and Teacher Education, 12(3), 303–313. DOI: https://doi.org/10.1016/0742-051X(95)00040-Q
Yin, R. K. (2013). Case study research: Design and methods. Sage Publications.
Yu, H. P., & Jen, E. (2019). The gender role and career self-efficacy of gifted girls in STEM areas. High Ability Studies, 32(1), 71–87. DOI: https://doi.org/10.1080/13598139.2019.1705767
How to Cite
Babaoğlu, G., & Keleş, Özgül. (2026). Determining the Space Camp Experiences of Gifted Girl Students. Science Insights Education Frontiers, 34(1), 5407–5428. https://doi.org/10.15354/sief.26.or200
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