Abstract
The purpose of this study was to determine the effects of the Future Problem Solving Program on gifted students′ ability to solve futuristic problems similar to those used in the program. The first research question dealt with the effects of the Future Problem Solving Program on subjects total score on an ill-structured problem. The second question asked which components of the Future Problem Solving process differed across groups. Subjects ( n = 61) were fourth- and fifth-grade gifted children in a suburban school district. Thirty-three participated in the Future Problem Solving Program for at least 6 months, while 28 did not participate in this program. All subjects completed a problem booklet. Interrater reliability was high, and there was a significant overall effect for the Future Problem Solving Program on the solution of the futuristic problem and significant differences on four of the six component scores across groups.
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