Research Article
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Year 2022, Volume: 9 Issue: 1, 61 - 72, 01.01.2022
https://doi.org/10.17275/per.22.4.9.1

Abstract

References

  • Artzt, A.F., & Armour-Thomas, E. (1997). Mathematical problem solving in small groups: exploring the interplay of students’ metacognitive behaviors, perceptions, and ability levels. Journal of Mathematical Behavior, 16, 63-74. doi: 10.1016/S0732-3123(97)90008-0
  • Aydurmuş, L. (2013). The examination of the 8th grade students’ metacognitive skills in problem solving process. (Unpublished Master’s Thesis), Karadeniz Technical University, Institute of Educational Sciences, Trabzon, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 344467)
  • Bapoğlu, S. S. (2010). Examining the effects of social skills training on the gifted and talented children's peer relations. (Unpublished Doctoral Dissertation), İstanbul University, Institute of Social Sciences, İstanbul, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 505352)
  • Benito, Y. (2000). Metacognitive ability and cognitive strategies to solve maths and transformation problems. Gifted Education International, 14(2), 151–159. doi: 10.1177/026142940001400205
  • Borkowski, J. G., & Peck, V. A. (1986). Causes and consequences of metamemory in gifted children. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp.182-200). Cambridge, England: Cambridge University Press.
  • Borkowski. J. G., & Kurtz. B. E. (1987). Metacognition and executive control. In J. G. Borkowski & J. D. Day (Eds.), Cognition in special children: comparative approaches to retardation, learning disabilities, and giftedness (pp.123-152). Norwood. NJ: Ablex.
  • Butler, L., & Meichenbaum, D. (1981). The assessment of interpersonal problem-solving skills. In P.C. Kendall & S.D. Hollon (Eds.), Assessment strategies for cognitive-behavioral interventions (pp.197-225). New York: Academic Press.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Scientific research methods. Ankara: Pegem Academy Publication.
  • Byrne, B. M. (2001). Structural equation modeling with AMOS. Mahwah, NJ: Lawrence Erlbaum.
  • Carey, K. (2012, March 1) Skills, with no credential, are no longer enough. The New York Times. Retrieved from: https://www.nytimes.com/roomfordebate/2012/03/01/should-college-be-for-everyone/skills-with-no-credential-are-no-longer-enough (05.12.2019)
  • Channel, S. W. (2000). Think different: A comparison of the critical thinking abilities of education majors. (Unpublished Doctoral Dissertation), University of Nevada. Available from ProQuest Dissertations and Theses database. (UMI No. 9973963) Retrieved from https://search.proquest.com/docview/304649574?accountid=15875
  • Coleman, E. B., & Shore, B. (1991). Problem solving processes of high and average performers in physics. Journal for the Education of the Gifted, 14(4), 366–379. doi: 10.1177/016235329101400403
  • Davidson, J. E., & Sternberg, R. J. (1984). The role of insight in intellectual giftedness. Gifted Child Quarterly, 28(2), 58–64. doi: 10.1177/001698628402800203
  • Demirel, Ö. (2002). Curriculum development from theory to practice. Ankara: Pegem Academy Publication.
  • Doğanay, A. (2007). Teaching higher-order thinking skills. In A. Doğanay (Ed.), Teaching principles and methods, (pp.279-231). Ankara: Pegem Academy Publication.
  • Emir S., Bülbül-Hüner, S., & Uzelli O. (2012, September). Investigation of the effect of Socratic questioning method on academic success, critical thinking and metacognitive awareness levels. Paper presented at II. National Congress on Curriculum and Instruction, Abant İzzet Baysal University, Bolu, Turkey.
  • Ertaş-Kılıç, H., & Şen, A. İ. (2014). Turkish adaptation study of UF/EMI critical thinking disposition instrument. Education and Science, 39(176), 1-12. doi: 10.15390/EB.2014.3632
  • Evans, J. R. (1997). Creativity in OR/MS: The creative problem-solving process, Part 1. Interfaces, 27(5), 78-83. Retrieved from http://www.jstor.org/stable/25062298
  • Facione, N.C., Facione P. A., & Sanchez C. A. (1994). Critical thinking disposition as a measure of competent clinical judgment: the development of the California critical thinking disposition inventory. Journal of Nursing Education, 33(8), 345-350.
  • Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 1, 1-23.
  • Faux, B. J. (1992). An analysis of the interaction of critical thinking, creative thinking, and intelligence with problem-solving (Unpublished Doctoral Dissertation), Temple University. Available from ProQuest Dissertations and Theses database. (UMI No. 9227458) Retrieved from https://search.proquest.com/docview/304023237?accountid=15875
  • Fauzi, A., & Sa’diyah, W. (2019). Students’ metacognitive skills from the viewpoint of answering biological questions: Is it already good? Indonesian Journal of Science Education, 8(3), 317-327.
  • Gilmanshina, S., Smirnov, S., Ibatova, A., & Berechikidze, I. (2021). The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course. Thinking Skills and Creativity, 39, 100780.
  • Halpern, D. F. (2014). Thought and knowledge: an introduction to critical thinking (5th ed.). New York: Psychology Press.
  • Howard, B. C., McGee, S., Shia, R., & Hong, N. S. (2000, April). Metacognitive self-regulation and problem-solving: Expanding the theory base through factor analysis. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Abstract retrieved from https://files.eric.ed.gov/fulltext/ED470973.pdf
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi: 10.1080/10705519909540118
  • İşlekeller, A. (2008). Achievements of students of above average and average intelligence in Turkish language classes focusing on critical thinking skills, and the effect of those classes on their critical thinking levels and attitudes. (Unpublished Master’s Thesis), İstanbul University, Institute of Social Sciences, İstanbul, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 261624)
  • Jaušovec, N. (1997). Differences in EEG alpha activity between gifted and non-identified individuals: Insights into problem solving. Gifted Child Quarterly, 41(1), 26-32. doi: 10.1177/001698629704100104
  • Karabey, B. (2010). Determining the level of creative problem solving skills and critical thinking skills of gifted students at primary schools. (Unpublished Doctoral Dissertation), Dokuz Eylul University, Institute of Educational Sciences, İzmir, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 265507).
  • Karakelle, S., & Saraç, S. (2007). Validity and factor structure of Turkish versions of the metacognitive awareness inventory for children (Jr. MAI) - a and b forms. Turkish Psychological Articles, 10(20), 87-103.
  • Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260-271. doi: 10.1037/0022-0663.88.2.260
  • Kaur, B. (1997). Difficulties with problem solving in mathematics. The Mathematics Educator, 2(1). 93-112. Retrieved from https://repository.nie.edu.sg/bitstream/10497/132/1/TME-2-1-93.pdf
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
  • Knox, H. (2017). Using writing strategies in math to increase metacognitive skills for the gifted learner. Gifted Child Today, 40(1), 43-47.
  • Koçyiğit, N. (2015). A comparative investigation of problem solving approaches of gifted and non-gifted middle school students. (Unpublished Master’s Thesis, Erciyes University, Institute of Educational Sciences, Kayseri, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 418049)
  • Linn, B., & Shore, B. M. (2008). Critical thinking. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp.155-165). Waco, TX: Prufrock Press.
  • Mayer, R.E. (1998). Cognitive, metacognitive and motivational aspects of problem solving. Instructional Science, 26,(1-2), 49-63. doi: 10.1023/A:1003088013286
  • Metallidou, P. (2009). Pre-service and in-service teachers’ metacognitive knowledge about problem-solving strategies. Teaching and Teacher Education, 25(1), 76-82. doi: 10.1016/j.tate.2008.07.002
  • Meyers, C. (1986). Teaching students to think critically: A guide for faculty in all disciplines. San Francisco: Jossey-Bass.
  • Montague, M. (1991). Gifted and learning-disabled gifted students’ knowledge and use of mathematical problem-solving strategies. Journal for the Education of the Gifted, 14(4), 393–411. doi: 10.1177/016235329101400405
  • Partnership for 21st Century Skills. (2016). Framework for 21st century learning. Retrieved from http://www.p21.org/ourwork/p21-framework.
  • Perkins, D. N. (1988). Creativity and the quest for mechanism. In R. J. Sternberg, & E. E. Smith (Eds.), The psychology of human thought. (pp. 309-336). New York, NY: Cambridge University Press.
  • Rudder, C. A. (2006). Problem solving: Case studies investigating the strategies used by secondary American and Singaporean students (Unpublished Doctoral Dissertation), Florida State University. Available from ProQuest Dissertations & Theses. (UMI No. 3232443). Retrieved from https://search.proquest.com/docview/305332409?accountid=15875
  • Scruggs, T. E., & Mastropieri, M. A. (1985). Spontaneous verbal elaboration in gifted and nongifted youths. Journal for the Education of the Gifted, 9(1), 1-10. doi: 10.1177/016235328500900102
  • Senemoğlu, N. (2010). Development, learning and instruction: From theory to application. Ankara: Pegem Academy Publication.
  • Serin, O., Bulut-Serin, N., & Saygılı, G. (2010). Developing problem solving inventory for children at the level of primary education (PSIC). Elementary Education Online, 9(2), 446-458.
  • Sezgin-Memnun, D., & Akkaya, R. (2012). An investigation of pre-service primary school mathematics, science and classroom teachers’ metacognitive awareness in terms of knowledge of and regulation of cognition. Journal of Theoretical Educational Science, 5(3), 312-329. Retrieved from https://dergipark.org.tr/download/article-file/304195.
  • Shore, B. M. (2000). Metacognition and flexibility: Qualitative differences in how gifted children think. In R. C. Friedman & B. M. Shore (Eds.), Talents unfolding: Cognition and development (pp. 167-187). Washington, DC, US: American Psychological Association. doi: 10.1037/10373-008
  • Shore, B. M., & Kanevsky, L. S. (1993). Thinking processes: Being and becoming gifted. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp.133-147). Oxford: Pergamon Press.
  • Shore, B. M., & Lazar, L. (1996). IQ-related differences in time allocation during problem solving. Psychological Reports, 78(3), 848-850. Retrieved from https://journals.sagepub.com/doi/pdf/10.2466/pr0.1996.78.3.848.
  • Sönmez, V. (2015). Educational Philosophy (14th ed.). Ankara: Anı Publication.
  • Sperling, R. A., Howard, B. C. Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79. doi:10.1006/ceps.2001.1091
  • Sternberg, R. J. (1985). Cognitive approaches to intelligence. In B. B. Wolman (Ed.), Handbook of intelligence: theories, measurements and applications (pp. 59-118). New York: Wiley.
  • Sternberg, R. J. (2004). Why smart people can be so foolish. European Psychologist, 9(3), 145-150. doi: 10.1027/1016-9040.9.3.145
  • Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3–15). New York: Cambridge University Press.
  • Teong, S. K. (2003). The effect of metacognitive training on mathematical word‐problem solving. Journal of Computer Assisted Learning, 19(1), 46-55. doi: 10.1046/j.0266-4909.2003.00005.x
  • Tishman, S., Jay, E., & Perkins, D. N. (1993). Teaching thinking dispositions: From transmission to enculturation, Theory into Practice, 32(3), 147-153. doi: 10.1080/00405849309543590
  • Trna, J. (2014). IBSE and gifted students. Science Education International, 25(1), 19-28.
  • Ucar, F. M. (2018). Investigation of gifted students' epistemological beliefs, self-efficacy beliefs and use of metacognition. Journal for the Education of Gifted Young Scientists, 6(3), 1-10. doi: http://dx.doi.org/10.17478/JEGYS.2018.77
  • Vukman, K. B. (2005). Developmental differences in metacognition and their connections with cognitive development in adulthood. Journal of Adult Development, 12(4), 211-221. doi: 10.1007/s10804-005-7089-6
  • World Economic Forum. (2015). The Global Competitiveness Report 2015-2016. Geneva: World Economic Forum. Retrieved from http://www3.weforum.org/docs/gcr/2015-2016/Global_Competitiveness_Report_2015-2016.pdf.
  • Young, A., & Worrell, F. (2018). Comparing metacognition assessments of mathematics in academically talented students. Gifted Child Quarterly, 62(3), 259–275.

The Mediator Role of Critical Thinking Disposition in the Relationship between Perceived Problem-Solving Skills and Metacognitive Awareness of Gifted and Talented Students

Year 2022, Volume: 9 Issue: 1, 61 - 72, 01.01.2022
https://doi.org/10.17275/per.22.4.9.1

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.

References

  • Artzt, A.F., & Armour-Thomas, E. (1997). Mathematical problem solving in small groups: exploring the interplay of students’ metacognitive behaviors, perceptions, and ability levels. Journal of Mathematical Behavior, 16, 63-74. doi: 10.1016/S0732-3123(97)90008-0
  • Aydurmuş, L. (2013). The examination of the 8th grade students’ metacognitive skills in problem solving process. (Unpublished Master’s Thesis), Karadeniz Technical University, Institute of Educational Sciences, Trabzon, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 344467)
  • Bapoğlu, S. S. (2010). Examining the effects of social skills training on the gifted and talented children's peer relations. (Unpublished Doctoral Dissertation), İstanbul University, Institute of Social Sciences, İstanbul, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 505352)
  • Benito, Y. (2000). Metacognitive ability and cognitive strategies to solve maths and transformation problems. Gifted Education International, 14(2), 151–159. doi: 10.1177/026142940001400205
  • Borkowski, J. G., & Peck, V. A. (1986). Causes and consequences of metamemory in gifted children. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp.182-200). Cambridge, England: Cambridge University Press.
  • Borkowski. J. G., & Kurtz. B. E. (1987). Metacognition and executive control. In J. G. Borkowski & J. D. Day (Eds.), Cognition in special children: comparative approaches to retardation, learning disabilities, and giftedness (pp.123-152). Norwood. NJ: Ablex.
  • Butler, L., & Meichenbaum, D. (1981). The assessment of interpersonal problem-solving skills. In P.C. Kendall & S.D. Hollon (Eds.), Assessment strategies for cognitive-behavioral interventions (pp.197-225). New York: Academic Press.
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Scientific research methods. Ankara: Pegem Academy Publication.
  • Byrne, B. M. (2001). Structural equation modeling with AMOS. Mahwah, NJ: Lawrence Erlbaum.
  • Carey, K. (2012, March 1) Skills, with no credential, are no longer enough. The New York Times. Retrieved from: https://www.nytimes.com/roomfordebate/2012/03/01/should-college-be-for-everyone/skills-with-no-credential-are-no-longer-enough (05.12.2019)
  • Channel, S. W. (2000). Think different: A comparison of the critical thinking abilities of education majors. (Unpublished Doctoral Dissertation), University of Nevada. Available from ProQuest Dissertations and Theses database. (UMI No. 9973963) Retrieved from https://search.proquest.com/docview/304649574?accountid=15875
  • Coleman, E. B., & Shore, B. (1991). Problem solving processes of high and average performers in physics. Journal for the Education of the Gifted, 14(4), 366–379. doi: 10.1177/016235329101400403
  • Davidson, J. E., & Sternberg, R. J. (1984). The role of insight in intellectual giftedness. Gifted Child Quarterly, 28(2), 58–64. doi: 10.1177/001698628402800203
  • Demirel, Ö. (2002). Curriculum development from theory to practice. Ankara: Pegem Academy Publication.
  • Doğanay, A. (2007). Teaching higher-order thinking skills. In A. Doğanay (Ed.), Teaching principles and methods, (pp.279-231). Ankara: Pegem Academy Publication.
  • Emir S., Bülbül-Hüner, S., & Uzelli O. (2012, September). Investigation of the effect of Socratic questioning method on academic success, critical thinking and metacognitive awareness levels. Paper presented at II. National Congress on Curriculum and Instruction, Abant İzzet Baysal University, Bolu, Turkey.
  • Ertaş-Kılıç, H., & Şen, A. İ. (2014). Turkish adaptation study of UF/EMI critical thinking disposition instrument. Education and Science, 39(176), 1-12. doi: 10.15390/EB.2014.3632
  • Evans, J. R. (1997). Creativity in OR/MS: The creative problem-solving process, Part 1. Interfaces, 27(5), 78-83. Retrieved from http://www.jstor.org/stable/25062298
  • Facione, N.C., Facione P. A., & Sanchez C. A. (1994). Critical thinking disposition as a measure of competent clinical judgment: the development of the California critical thinking disposition inventory. Journal of Nursing Education, 33(8), 345-350.
  • Facione, P. A. (2011). Critical thinking: What it is and why it counts. Insight assessment, 1, 1-23.
  • Faux, B. J. (1992). An analysis of the interaction of critical thinking, creative thinking, and intelligence with problem-solving (Unpublished Doctoral Dissertation), Temple University. Available from ProQuest Dissertations and Theses database. (UMI No. 9227458) Retrieved from https://search.proquest.com/docview/304023237?accountid=15875
  • Fauzi, A., & Sa’diyah, W. (2019). Students’ metacognitive skills from the viewpoint of answering biological questions: Is it already good? Indonesian Journal of Science Education, 8(3), 317-327.
  • Gilmanshina, S., Smirnov, S., Ibatova, A., & Berechikidze, I. (2021). The assessment of critical thinking skills of gifted children before and after taking a critical thinking development course. Thinking Skills and Creativity, 39, 100780.
  • Halpern, D. F. (2014). Thought and knowledge: an introduction to critical thinking (5th ed.). New York: Psychology Press.
  • Howard, B. C., McGee, S., Shia, R., & Hong, N. S. (2000, April). Metacognitive self-regulation and problem-solving: Expanding the theory base through factor analysis. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Abstract retrieved from https://files.eric.ed.gov/fulltext/ED470973.pdf
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. doi: 10.1080/10705519909540118
  • İşlekeller, A. (2008). Achievements of students of above average and average intelligence in Turkish language classes focusing on critical thinking skills, and the effect of those classes on their critical thinking levels and attitudes. (Unpublished Master’s Thesis), İstanbul University, Institute of Social Sciences, İstanbul, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 261624)
  • Jaušovec, N. (1997). Differences in EEG alpha activity between gifted and non-identified individuals: Insights into problem solving. Gifted Child Quarterly, 41(1), 26-32. doi: 10.1177/001698629704100104
  • Karabey, B. (2010). Determining the level of creative problem solving skills and critical thinking skills of gifted students at primary schools. (Unpublished Doctoral Dissertation), Dokuz Eylul University, Institute of Educational Sciences, İzmir, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 265507).
  • Karakelle, S., & Saraç, S. (2007). Validity and factor structure of Turkish versions of the metacognitive awareness inventory for children (Jr. MAI) - a and b forms. Turkish Psychological Articles, 10(20), 87-103.
  • Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260-271. doi: 10.1037/0022-0663.88.2.260
  • Kaur, B. (1997). Difficulties with problem solving in mathematics. The Mathematics Educator, 2(1). 93-112. Retrieved from https://repository.nie.edu.sg/bitstream/10497/132/1/TME-2-1-93.pdf
  • Kline, R. B. (2011). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.
  • Knox, H. (2017). Using writing strategies in math to increase metacognitive skills for the gifted learner. Gifted Child Today, 40(1), 43-47.
  • Koçyiğit, N. (2015). A comparative investigation of problem solving approaches of gifted and non-gifted middle school students. (Unpublished Master’s Thesis, Erciyes University, Institute of Educational Sciences, Kayseri, Turkey. Retrieved from https://tez.yok.gov.tr/UlusalTezMerkezi/giris.jsp (Thesis Number 418049)
  • Linn, B., & Shore, B. M. (2008). Critical thinking. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp.155-165). Waco, TX: Prufrock Press.
  • Mayer, R.E. (1998). Cognitive, metacognitive and motivational aspects of problem solving. Instructional Science, 26,(1-2), 49-63. doi: 10.1023/A:1003088013286
  • Metallidou, P. (2009). Pre-service and in-service teachers’ metacognitive knowledge about problem-solving strategies. Teaching and Teacher Education, 25(1), 76-82. doi: 10.1016/j.tate.2008.07.002
  • Meyers, C. (1986). Teaching students to think critically: A guide for faculty in all disciplines. San Francisco: Jossey-Bass.
  • Montague, M. (1991). Gifted and learning-disabled gifted students’ knowledge and use of mathematical problem-solving strategies. Journal for the Education of the Gifted, 14(4), 393–411. doi: 10.1177/016235329101400405
  • Partnership for 21st Century Skills. (2016). Framework for 21st century learning. Retrieved from http://www.p21.org/ourwork/p21-framework.
  • Perkins, D. N. (1988). Creativity and the quest for mechanism. In R. J. Sternberg, & E. E. Smith (Eds.), The psychology of human thought. (pp. 309-336). New York, NY: Cambridge University Press.
  • Rudder, C. A. (2006). Problem solving: Case studies investigating the strategies used by secondary American and Singaporean students (Unpublished Doctoral Dissertation), Florida State University. Available from ProQuest Dissertations & Theses. (UMI No. 3232443). Retrieved from https://search.proquest.com/docview/305332409?accountid=15875
  • Scruggs, T. E., & Mastropieri, M. A. (1985). Spontaneous verbal elaboration in gifted and nongifted youths. Journal for the Education of the Gifted, 9(1), 1-10. doi: 10.1177/016235328500900102
  • Senemoğlu, N. (2010). Development, learning and instruction: From theory to application. Ankara: Pegem Academy Publication.
  • Serin, O., Bulut-Serin, N., & Saygılı, G. (2010). Developing problem solving inventory for children at the level of primary education (PSIC). Elementary Education Online, 9(2), 446-458.
  • Sezgin-Memnun, D., & Akkaya, R. (2012). An investigation of pre-service primary school mathematics, science and classroom teachers’ metacognitive awareness in terms of knowledge of and regulation of cognition. Journal of Theoretical Educational Science, 5(3), 312-329. Retrieved from https://dergipark.org.tr/download/article-file/304195.
  • Shore, B. M. (2000). Metacognition and flexibility: Qualitative differences in how gifted children think. In R. C. Friedman & B. M. Shore (Eds.), Talents unfolding: Cognition and development (pp. 167-187). Washington, DC, US: American Psychological Association. doi: 10.1037/10373-008
  • Shore, B. M., & Kanevsky, L. S. (1993). Thinking processes: Being and becoming gifted. In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp.133-147). Oxford: Pergamon Press.
  • Shore, B. M., & Lazar, L. (1996). IQ-related differences in time allocation during problem solving. Psychological Reports, 78(3), 848-850. Retrieved from https://journals.sagepub.com/doi/pdf/10.2466/pr0.1996.78.3.848.
  • Sönmez, V. (2015). Educational Philosophy (14th ed.). Ankara: Anı Publication.
  • Sperling, R. A., Howard, B. C. Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79. doi:10.1006/ceps.2001.1091
  • Sternberg, R. J. (1985). Cognitive approaches to intelligence. In B. B. Wolman (Ed.), Handbook of intelligence: theories, measurements and applications (pp. 59-118). New York: Wiley.
  • Sternberg, R. J. (2004). Why smart people can be so foolish. European Psychologist, 9(3), 145-150. doi: 10.1027/1016-9040.9.3.145
  • Sternberg, R. J., & Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 3–15). New York: Cambridge University Press.
  • Teong, S. K. (2003). The effect of metacognitive training on mathematical word‐problem solving. Journal of Computer Assisted Learning, 19(1), 46-55. doi: 10.1046/j.0266-4909.2003.00005.x
  • Tishman, S., Jay, E., & Perkins, D. N. (1993). Teaching thinking dispositions: From transmission to enculturation, Theory into Practice, 32(3), 147-153. doi: 10.1080/00405849309543590
  • Trna, J. (2014). IBSE and gifted students. Science Education International, 25(1), 19-28.
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There are 62 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Murat Boran 0000-0003-4626-2404

Fazilet Karakuş 0000-0002-6455-9845

Publication Date January 1, 2022
Acceptance Date June 21, 2021
Published in Issue Year 2022 Volume: 9 Issue: 1

Cite

APA Boran, M., & Karakuş, F. (2022). The Mediator Role of Critical Thinking Disposition in the Relationship between Perceived Problem-Solving Skills and Metacognitive Awareness of Gifted and Talented Students. Participatory Educational Research, 9(1), 61-72. https://doi.org/10.17275/per.22.4.9.1