Changes in scientific process skills and reflective thinking skills towards problem-solving of gifted students: a summer school practice

Abstract

ABSTRACT The foundation of scientific research is solving a problem. As reflective thinking and problem-solving are closely related, teaching scientific research may have an impact on reflective thinking. The aim of this study is to investigate how the scientific process skills (SPS) and reflective thinking skills towards problem-solving (RTSPS) of gifted students change in a scientific research methods program used during a summer school. This article reports on a case study of 38 gifted students (aged 10-11) who participated in a summer school. Both qualitative and quantitative tools were used to determine the impact of the program. Focus group interviews were conducted both before and after the program as a means of qualitative data collection. Quantitative data collection tools such as the SPS scale and the RTSPS scale were used before and after the program. The analysis showed that the students’ SPS levels were low at the beginning and improved as the program progressed. Initially, the students showed good RTSPS in quantitative data, but were found to be deficient in qualitative data. By the end of the program, RTSPS had improved. In conclusion, this study has shown that summer schools for gifted students are effective in developing RTSPS and SPS.