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The Effects of Ill-Structured Problem Solving Program on the Social Self-efficacy, Democratic Citizenship, and Meta-cognition of the Scientifically Gifted High School Students
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 Title & Authors
The Effects of Ill-Structured Problem Solving Program on the Social Self-efficacy, Democratic Citizenship, and Meta-cognition of the Scientifically Gifted High School Students
Yoo, Hwa-Su; Yoo, Mi-Hyun; Park, Ki-Su;
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 Abstract
The purpose of this study was to examine the effects of ill-structured problem solving program on the social self-efficacy, democratic citizenship, and meta-cognition of the scientifically gifted high school students and provide an opportunity to consider how to improve students' social self-efficacy, democratic citizenship, and meta-cognition when comprehensive character education has been emphasized in science programs for gifted students. The subjects consisted of 17 students(10th graders) and 19 students(11th graders) who were participated in a science gifted program in a Korean high school located in Seoul and pre-examination on their social self-efficacy, democratic citizenship, and meta-cognition was conducted. After applying 12-class-time of ill-structured problem solving program, post-examination on their social self-efficacy, democratic citizenship, and meta-cognition was conducted and student's self-essay about program was also conducted. Paired t-test was used to analyze the data collected and students's self-essays were also analyzed. The results of this study were as follows: First, the findings showed that ill-structured problem solving program developed students' social self-efficacy and especially showed a significant improvement in asking for help. Second, they also showed that ill-structured problem solving program raised students' democratic participation especially in a democratic function. Third, in terms of meta-cognition, ill-structured problem solving program also played a positive role. The result of analyzing students' essays also showed students' positive perception on the program. The findings of the present study suggested that ill-structured problem solving program should be taken into consideration when developing a science program for scientifically gifted high school students.
 Keywords
Ill-structured problem solving program;Scientifically gifted high school students;social self-efficacy;Democratic citizenship;Meta-cognition;
 Language
Korean
 Cited by
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