In Pursuit of Incidental Moments: Investigating Gifted Students’ Critical Thinking Behaviors in Social Studies through Algorithmic Ethnography

This study examines how gifted students exhibit critical thinking behaviors in social studies classes, particularly in relation to spontaneous and unplanned learning moments. With the evolving nature of educational environments, understanding the cognitive development of gifted students through real-time interactions has become increasingly important. The research employed a mixed-methods design and an algorithmic ethnography approach, utilizing data collection tools such as participant observations, semi-structured interviews, digital interaction journals, and attitude scales. Critical thinking behaviors were analyzed under themes including problem-solving, evaluating different perspectives, and decision-making. Findings revealed that students demonstrated critical thinking skills most intensively during group work and discussions, especially in unplanned moments. Variations in teachers’ recognition and support of these moments influenced the depth of students’ thinking. The study highlights the effectiveness of algorithmic ethnography as a method for observing real-time critical thinking behaviors and offers practical recommendations for educators in gifted education to develop adaptive teaching strategies.