Supporting higher-order thinking skills in gifted students: Effects of GIFTLED enrichment model
JOURNAL OF EDUCATIONAL RESEARCH, 2025 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Basım Tarihi: 2025
- Doi Numarası: 10.1080/00220671.2025.2607027
- Dergi Adı: JOURNAL OF EDUCATIONAL RESEARCH
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, ABI/INFORM, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Index Islamicus, MLA - Modern Language Association Database, Psycinfo
- İstanbul Üniversitesi Adresli: Hayır
Özet
This study investigates the effects of the GIFTLED model on enhancing cognitive flexibility, critical thinking disposition, and creative problem-solving in gifted middle school students. The model embeds augmented reality and digital design tools within the Learning by Design framework to offer differentiated STEAM-based learning experiences for gifted students. A quasi-experimental design with pre- and post-tests was used, involving 37 students in experimental and control groups. Data were collected using cognitive flexibility, critical thinking disposition, and creative problem solving scales and analyzed through paired and independent sample t-tests. Findings revealed significant improvements in cognitive flexibility and critical thinking disposition among students in the experimental group. However, no significant change was observed in creative problem-solving. These results highlight effectiveness of the GIFTLED model in supporting the development of higher-order thinking skills in gifted students, while also indicating that extended and iterative interventions may be necessary to foster creative problem-solving more fully.