A comparison of creative problem solving features of gifted and non-gifted high school students

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 problemsolving 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.

Upaya Meningkatkan Problem Solving Skills Melalui Penerapan Modul Mutasi Genetik Berbasis Creative Problem Solving Pada Siswa Ipa Sma

“…Informasi-informasi yang telah didapat pada tahap idea finding, kemudian dianalisis dan diolah kembali oleh peserta didik dalam tahap solution finding melalui proses diskusi sehingga didapatkan informasi yang tepat untuk menjadi solusi memecahkan masalah (Sio et al, 2022). Tahap idea finding dan solution finding saling berkaitan dalam meningkatkan aspek carry out the plan dalam mengumpulkan berbagai jenis informasi, menyeleksi informasi, menerapkan rancangan pemecahan masalah yang sudah dibuat untuk memecahkan permasalahan (Keleş, 2022).…”

Hybrid project-based learning for problem-solving skils and student creativity in plant anatomy and physiology courses

“…The fourth stage is monitoring the project and reporting on project progress empowering problem solving skills in carrying out the plan aspects (Cotente & Galvao, 2022) and aspects of creativity, originality and fluency. The fourth stage is conducting project assessments, empowering problem solving skills in the looking back aspect, and creativity in the elaboration aspect (Keles, 2022). The fifth stage of evaluation, empowering problem solving skills in the looking back aspect, and creativity in the aspects of fluency and divergent thinking.…”

The Influence of Gifted Children’s Stress Management on Parental Stress Levels

“…Moreover, co-cognitive traits, social capital, and family-school factors have been included, emphasizing the importance of personal and environmental attributes in nurturing giftedness [9]. Finally, original problem-solving strategies and creativity have been considered as crucial components of giftedness [10], showing the different nature of gifted individuals and the multifaceted aspects that define their exceptional abilities.…”