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The authors designed ill-structured problems in which real-time data could be used to develop hypotheses and solutions, and used these problems with high school students who were identified as gifted in science. The purpose of the study was to investigate the impact of problem based learning (PBL) with high school students in a special school. At the high school for the gifted, 151 students participated.The results showed that students can develop problem solving ability, creativity, and self-regulation, if PBL using real-time data in science were applied consistently in classrooms. The level of interest in the task was high. This study showed a concrete application of PBL in science education for the gifted.

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The purpose of this study is to explore the measurement of attitude towards science based on social constructivism and the application of this scale. The data were collected using questionnaires from 833 middle school students in the second grade. First, factor analysis were used to assess the construct validity of the scale of Reputation in Culture Border Crossings (R-CBC) developed by Krogh and Thomsen (2005). This finding indicated the construct validity of R-CBC scale based on social constructivism. Second, the correlation among two scales based on social constructivism and Test of Science-Related Attitudes (TOSRA) scale based on individual constructivism were investigated to examine the convergent validity and the discriminant validity. The R-CBC scale was correlated with Simpson-Troost Attitude Questionnaire (STAQ) scale but the R-CBC scale and TOSRA scale were not connected. Third, students' attitude toward science assessed by three forms of measurements were compared according to the choice of high school type. Students' attitude toward science measured by R-CBC scale and STAQ scale were different in three types of high school. This finding indicated that two scales based on social constructivism are useful measurements that can predict the choice of high school type.

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