Scientific Creative Productivity of Science High School Graduates: Predictive Relationship with Family Processes, Classroom Quality, Intelligence, Attitudes Towards Science, and Academic Achievement

How Does an Inquiry-Based Instructional Approach Predict the STEM Creative Productivity of Specialized Science High School Students?

“…Furthermore, the research results indicate that STEM academic achievement has a direct impact on STEM creative productivity. These results align with a retrospective study conducted on graduates of Korean science high schools [67], further supporting the findings that STEM talented students who excel in academic achievement also demonstrate creative productivity, with the instructional methods and the school environment in gifted schools playing a positive role in fostering these outcomes. Therefore, when considering these findings collectively, this study provides educational implications regarding how to create a desirable school environment to enhance the creative productivity of gifted students.…”

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

“…For some gifted students whose talents could not be transformed into original products and solutions, more innovative approaches for facilitating production of original projects might be needed. Creative productivity in STEM domain requires motivation, general knowledge and skills and knowledge and skills in STEM domain (Cho, 2003, 2007; Sternberg, 1988; Urban, 2003) These components have been found to be critical predictor of creative productivity of scientifically talented students (Ahn & Cho, 2021; Kim et al, 2021) at the secondary schools. Reflective thinking (Lia, 2020; Özbek & Köse, 2019; Sternberg, 1988; Urban, 2003) is one of the main components of general knowledge and skills needed for creative productivity, meanwhile mathematical modelling is another main component of knowledge and skills in STEM domain (Blum & Niss, 1991; Cho, 2003, 2007; Özbek & Köse, 2022; Sternberg, 1988; Urban, 2003).…”

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

“…These results demonstrated that some gifted youths might need support with effective approaches to contribute to their creative project productivity (Fischer & Müller, 2014). As for the Lower Group in this study, gifted youth might have the potential to produce projects of real-life problems in the STEM domain (Ahn & Cho, 2021; Cho, 2007; Sternberg, 1988; Urban, 2003). However, some of them struggle to transform potential into productivity at an expected level (Bishop, 2000; Cho, 2003; Kim et al, 2021; Sternberg, 1988; Özbek & Cho, 2022).…”

“…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.…”

“…Motivation, knowledge and skills in the STEM domain are foundational components of creative productivity (Cho, 2003, 2007; Sternberg, 1988; Urban, 2003) and critical predictor of creative productivity of scientifically talented students (Ahn & Cho, 2021; Kim et al, 2021). Gifted youths should be provided with opportunities to create original ideas and products that can be beneficial for solving real-life problems in challenging situations in our society.…”