Abstract
This study aims to examine relationships among critical thinking dispositions, perceived problem-solving skills and metacognitive awareness of gifted and talented students, and to test a structural equation model based on these relationships. The study was conducted using the correlational research design and the study group, which was selected by using convenience sampling method, consisted of 502 gifted and talented students who were registered to Science and Art Centers in Adana, Kayseri and Mersin, Turkey in 2016. The data were collected through use of Likert-type scales and analyzed using Lisrel 8.7 and IBM SPSS Amos 25 programs. Structural equation modeling was used to determine structural relationships among variables. The initial findings indicated that students had high levels of critical thinking dispositions, perceived problem-solving skills and metacognitive awareness. The structural model, which was developed based on the relationships among these three variables, was confirmed. In light of the findings obtained from this model, it was revealed that 49% of the variance in students’ perceived problem-solving skills was explained by their metacognitive awareness, and critical thinking disposition had a full mediation effect on the relationship between perceived problem-solving skills and metacognitive awareness. These findings were discussed in context of the related literature and some suggestions for implementation and future research were presented.
Highlights
In today’s world in which possessing excellent academic qualifications is no longer enough (Carey, 2012), individuals need to have a broad set of knowledge and skills which are defined as 21st century skills (P21, 2016)
In light of the findings obtained from this model, it was revealed that 49% of the variance in students’ perceived problem-solving skills was explained by their metacognitive awareness, and critical thinking disposition had a full mediation effect on the relationship between perceived problem-solving skills and metacognitive awareness
The results of the study initially indicated that gifted and talented (G&T) students had high levels of metacognitive awareness (MA), critical thinking disposition (CTD) and perceived problemsolving skills (PPSS)
Summary
In today’s world in which possessing excellent academic qualifications is no longer enough (Carey, 2012), individuals need to have a broad set of knowledge and skills which are defined as 21st century skills (P21, 2016). It is essential for individuals to think critically so as to assess and evaluate a problem in a valid way consistent with scientific, cultural and social standards and criteria (Demirel, 2002; Doğanay, 2007) From this perspective, critical thinking skill might be described as the ability to form a judgment by focusing on specific goals, using cognitive elements (organizing information, questioning, conceptualizing, making meaning, inferring, making assumptions), considering mental standards (clarity, precision, subtlety, relevance), and using tendencies in the process of problem-solving and decision-making (Facione, 2011). Individuals who are willing and ready to use their critical thinking skill in appropriate or necessary situations are those with critical thinking disposition (CTD) (Tishman, Jay & Perkins, 1993) As for their general characteristics, these individuals are self-confident, open-minded and cognitively mature. Studies in the related literature (Faux, 1992; Halpern, 2014; Meyers, 1986; Sternberg, 1985) indicate that individuals who tend to use their critical thinking skill are capable of solving problems well by utilizing mental processes and strategies when they encounter a problem
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