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

Abstract

This study, it was aimed to examine the creative problem-solving characteristics of gifted and non-gifted high school 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. A total of 375 9th, 10th, 11th, and 12th-grade students, 73 gifted students, and 302 non-gifted students participated in the research. Data on gifted students were collected from two Science and Art Centers in a province in the Marmara region. Data on non-gifted students were collected from two Science High Schools and three Anatolian High Schools in the same province. "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. However, it was observed that there was no significant difference between gifted and non-gifted students at the 10th and 12th-grade levels.