Effects of mathematical modelling based project production and management program on gifted students’ mathematical modelling and reflective thinking for real-life problem solving

Abstract

This study aimed to examine the relationship between mathematical modelling and reflective thinking and to examine the effects of employing mathematical modelling processes on perception of mathematical modelling competencies and reflective thinking skills for real-life problem solving of gifted students participating in Project Production and Management Program at Turkish Science and Art Centers. Correlational path analysis of 300 students data revealed that Mathematical modelling is a significant predictor of reflective thinking skills, and the constructed model was found to be of a good fit with excellent path coefficients. Experimental design with pre-post-maintenance-tests with comparison group was employed with 60 students purposefully selected chosen from the above regression study. Reflective thinking and mathematical modelling levels of experimental group students who employed mathematical modelling processes for Project Production and Management increased significantly more from pre- to post-tests, and the significant difference was found to be maintained.

Project productions with real-life problems in the STEM domain of gifted youths according to their program evaluations

“…Even though gifted education programs aimed for gifted youth to transform their STEM domain talents, skills, and knowledge into creative solution production of real-life problems and gifted youth had positive views of the effectiveness of their education program, it cannot be assumed that all gifted students will be able to do (Ministry of National Education [MoNE], 2019; National Association for Gifted Children [NAGC], 2021; Reis & Renzulli, 1991; Özbek & Cho, 2022; Özbek & Dağyar, 2022). Considering that gifted youth might have potential to produce original project for real-life problems in the STEM domain, gifted education programs might expect them to produce creative solutions (Ahn & Cho, 2021; Cho, 2007; Neumeister & Burney, 2021; Reis et al, 2021; Sternberg, 1988; Urban, 2003).…”

“…Although programs expect gifted youths to carry out creative project production with real life problems in the STEM domain, by synthesizing existing literature and producing typical solutions some of them might not be able to do it. Some of them might have ideas but will not able to complete their projects since creative productivity requires perseverance through challenging processes (Bishop, 2000; Özarslan, 2018; Özbek & Cho, 2022). It seems necessary to examine gifted youths’ project productions on interdisciplinary real-life problems from their perspectives on education program.…”

“…These products such as utility models might be disseminated by applying national or international project competitions and patent institution (MONE, 2019; Özbek & Dağyar, 2022). Even though gifted education program expects them to complete their projects, not all of them could produce creative solutions and finish up by synthesizing existing literature on a problem or producing typical solutions (Nacaroğlu, & Arslan, 2019; Özarslan & Çetin, 2018; Özbek & Cho, 2022). Some of them might give up the project before its completion with the excuse that completing a project is time consuming and that the project production process is challenging.…”

“…Some of them might give up the project before its completion with the excuse that completing a project is time consuming and that the project production process is challenging. They might be scaffolded by opportunities to cope with struggles on carrying out projects with real-world problems (Karademir, 2016; Özbek & Cho, 2022).…”

“…There have been studies on the examination of gifted youth views on the effectiveness of education program, their views were found to be positive, (Kayişdağ & Melekoğlu, 2019) and project productions on how they transformed their talents, skills, knowledge and competencies such as mathematical modelling (Özbek & Köse, 2022) and reflective thinking into creative production. Also, innovative approaches such as mathematical modelling-based PPMP and project-based activities were examined in terms of project qualifications of gifted youth and positive changes resulted in project production (Çetinkaya, 2020; Özbek & Cho, 2022). Few studies examined the relationship between the gifted students’ perception of gifted education program and their project productions (Özbek & Dağyar, 2022).…”