A Comparison of Creative Problem Solving Features of Gifted and Non-Gifted High School Students

Autor/in	Keles, Taliha
Titel	A Comparison of Creative Problem Solving Features of Gifted and Non-Gifted High School Students
Quelle	In: Pegem Journal of Education and Instruction, 12 (2022) 2, S.18-31 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Keles, Taliha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Problem Solving; Creativity; Academically Gifted; Gender Differences; Instructional Program Divisions; Grade 9; Grade 10; Grade 11; Grade 12; High School Students; Thinking Skills; Knowledge Level; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Problemlösen; Kreativität; Geschlechterkonflikt; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Wissensbasis; Ausland; Türkei
Abstract	Creativity and creative problem-solving are seen as the most important components of education today. This situation reveals the need to identify students' creative problem-solving characteristics. This study, it was aimed to examine the creative problem-solving characteristics of gifted and non-gifted students in terms of giftedness diagnosis, gender, and grade level variables. The research used the descriptive research model and causal comparison design, which are among the scanning models. The sample was collected in Bursa and consists of 73 gifted students, and 302 non-gifted students from grades 9th to 12th. "Creative Problem Solving Features Inventory" was used as a data collection tool in the research. It has been observed that the creative problem-solving skills of the gifted and non-gifted students differ in divergent thinking, general knowledge and skills, and the general average in favor of the gifted. There was a significant difference in favor of girls in the general average scores and the mean scores of the environment sub-dimension among gifted students. A significant difference was found in favor of the gifted in the dimension of divergent thinking at the 9th-grade level, and in the dimension of divergent thinking and general knowledge and skills at the 11th-grade level. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01