scholarly journals Analysis of the relation between creativity level and problem solving skills of gifted and talented students

2019 ◽  
Vol 14 (15) ◽  
pp. 518-532
Author(s):  
Nuhoğlu Hasret ◽  
Akgül Savaş
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Problem Solving Skills ◽  
Talented Students

Creative problem solving for gifted and talented students

Roeper Review ◽  
1979 ◽  
Vol 2 (4) ◽  
pp. 31-32 ◽  
Author(s):  
Donald J. Treffinger ◽  
Sidney J. Parnes
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Creative Problem Solving ◽  
Creative Problem ◽  
Talented Students

Focus on the Structure of the Problem in Enrichment or Acceleration Programming for the Gifted and Talented

1992 ◽  
Vol 8 (3) ◽  
pp. 139-145 ◽  
Author(s):  
Robert J. Kirschenbaum
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Integrated Approach ◽  
Large Impact ◽  
Enrichment Programs ◽  
Problem Solving Skills ◽  
Problem Situations ◽  
School And Community ◽  
Structured Problems

The problem situations that students encounter in acceleration and enrichment programs for the gifted and talented have a potentially large impact on the development of their problem-solving ability. The acceleration approach as described by Stanley and Benbow (Benbow, 1979; Stanley, 1979) requires students to concentrate on learning the algorithms and strategies necessary for solving “well-structured” problems that are presented to them by an instructor. The enrichment approach of Renzulli and Reis (Renzulli, 1977; Renzulli and Reis, 1985) encourages students to discover problem situations in their school and community and maintains a much greater expectation that students will formulate projects based on “ill-structured” problems. It is concluded that students may practise and thereby learn mutually exclusive problem-solving skills and strategies through involvement in either acceleration or enrichment programs, so an integrated approach to gifted education is advocated on theoretical grounds.

World Class Arena: Providing an International Perspective on Assessing Gifted and Talented Students

2003 ◽  
Vol 17 (2) ◽  
pp. 134-139
Author(s):  
Jon Waldren
Keyword(s):  
Problem Solving ◽  
Gifted And Talented ◽  
Teaching And Learning ◽  
International Perspective ◽  
National Strategy ◽  
Policy Document ◽  
The World ◽  
World Class ◽  
Talented Students ◽  
The Uk

When the UK Government introduced its national strategy for gifted and talented students in its policy document Excellence in Cities in March 1999 (DfEE, 1999), the Qualifications and Curriculum Authority (QCA) was given the remit to produce World Class Tests. These tests, in mathematics and problem solving, were to be developed to demonstrate World Class abilities in the top ten per cent of nine and 13 year olds in those subjects internationally. From the inception of the World Class Arena project, it was intended that strong international links would be forged in order to learn from, and contribute to, the teaching and learning of gifted and talented students.

Assessing Collaborative Behavior in Students

2016 ◽  
Vol 32 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Katarina Krkovic ◽  
Sascha Wüstenberg ◽  
Samuel Greiff
Keyword(s):  
Problem Solving ◽  
Collaborative Problem Solving ◽  
Seventh Graders ◽  
Computer Assisted ◽  
Personality Tests ◽  
Problem Solving Skills ◽  
Knowledge Application ◽  
Computer Agent ◽  
Collaborative Behavior ◽  
Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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