Abstract
The authors designed ill-structured problems in which real-time data could be used to develop hypotheses and solutions, and used these problems with high school students who were identified as gifted in science. The purpose of the study was to investigate the impact of problem based learning (PBL) with high school students in a special school. At the high school for the gifted, 151 students participated. The results showed that students can develop problem solving ability, creativity, and self-regulation, if PBL using real-time data in science were applied consistently in classrooms. The level of interest in the task was high. This study showed a concrete application of PBL in science education for the gifted.
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