Pub Date : 2024-03-05DOI: 10.1177/02614294241237342
O. Muammar
The study investigates the impact of three aspects of the residential summer enrichment program (RSEP) on gifted students' decision to recommend the program to friends. The research was conducted at a public university in Saudi Arabia, with 356 gifted students from grades nine to 11. The study used Confirmatory Factor Analysis and Structural Equation Modeling to examine the causal connections between these factors and students' intention to advocate for the RSEP. The findings show that students' satisfaction with logistics arrangement, soft-skills program, and science program significantly influences their intention to promote the program. The logistics arrangement had the highest unique contribution to this intention, followed by soft skills and science programs. The study suggests that RSEP can enhance motivation, participation, program quality, and provide valuable input for decision-makers in Saudi Arabia. Enrichment programs should prioritize creating a secure learning environment while considering individual well-being and growth.
{"title":"A holistic experience matters: Factors drive gifted students to recommend residential summer enrichment programs in Saudi Arabia","authors":"O. Muammar","doi":"10.1177/02614294241237342","DOIUrl":"https://doi.org/10.1177/02614294241237342","url":null,"abstract":"The study investigates the impact of three aspects of the residential summer enrichment program (RSEP) on gifted students' decision to recommend the program to friends. The research was conducted at a public university in Saudi Arabia, with 356 gifted students from grades nine to 11. The study used Confirmatory Factor Analysis and Structural Equation Modeling to examine the causal connections between these factors and students' intention to advocate for the RSEP. The findings show that students' satisfaction with logistics arrangement, soft-skills program, and science program significantly influences their intention to promote the program. The logistics arrangement had the highest unique contribution to this intention, followed by soft skills and science programs. The study suggests that RSEP can enhance motivation, participation, program quality, and provide valuable input for decision-makers in Saudi Arabia. Enrichment programs should prioritize creating a secure learning environment while considering individual well-being and growth.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"21 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265099","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1177/02614294231189923
María Isabel Rodríguez-Fernández, R. Sternberg
The aim of this article is to review the importance of the question of life’s meaning, mainly for intellectually gifted, as well as suggesting possibilities for educational and therapeutic approaches with an integration between Dabrowski’s proposals and Frankl’s and Yalom’s existential psychotherapies for enhancing meaning. In particular, we suggest that a successful transition between childhood and adult giftedness depends upon the gifted individual’s finding meaning in their life and a sense of purpose through which to try to achieve it. The article is based on an integration of theory-based propositions, a review of existing research, and clinical observations. We conclude that it is important to integrate ideas about existential problems into education and psychotherapy for the gifted, increasing gifted individuals’ sense of meaning through development of human values, a eudaimonic life orientation, full expression of potential, generativity, harmony, self-compassion, and spirituality.
{"title":"The search for meaning in the life of the gifted","authors":"María Isabel Rodríguez-Fernández, R. Sternberg","doi":"10.1177/02614294231189923","DOIUrl":"https://doi.org/10.1177/02614294231189923","url":null,"abstract":"The aim of this article is to review the importance of the question of life’s meaning, mainly for intellectually gifted, as well as suggesting possibilities for educational and therapeutic approaches with an integration between Dabrowski’s proposals and Frankl’s and Yalom’s existential psychotherapies for enhancing meaning. In particular, we suggest that a successful transition between childhood and adult giftedness depends upon the gifted individual’s finding meaning in their life and a sense of purpose through which to try to achieve it. The article is based on an integration of theory-based propositions, a review of existing research, and clinical observations. We conclude that it is important to integrate ideas about existential problems into education and psychotherapy for the gifted, increasing gifted individuals’ sense of meaning through development of human values, a eudaimonic life orientation, full expression of potential, generativity, harmony, self-compassion, and spirituality.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132676906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.1177/02614294231173783
Ahmed M. Abdulla Alabbasi, Reem Al-Shehri, Fatima A. Aljasim, Selcuk Acar
Divergent thinking (DT) tests are sometimes used to select students for gifted programs. Studies on these tests, mostly conducted on non-gifted students, suggest that performance is influenced by the type of instruction given (standard vs. hybrid “be fluent AND original”) and time-on-task. The current study aimed to examine the effect of instructions and time-on-task on divergent thinking performance in gifted and non-gifted students in a 2 [gifted versus non-gifted] × 2 [standard versus hybrid instructions] design. The results showed that gifted students outperformed non-gifted students in fluency, while no significant difference was found between the two groups in originality. Creativity instructions improved both originality and fluency scores in verbal but not figural tests. As for time-on-task, gifted students took more time when completing DT tests as well as when they were given explicit instructions to “be creative.” Implications for gifted identification are discussed.
{"title":"Testing the effects of time-on-task and instructions to “be creative” on gifted students","authors":"Ahmed M. Abdulla Alabbasi, Reem Al-Shehri, Fatima A. Aljasim, Selcuk Acar","doi":"10.1177/02614294231173783","DOIUrl":"https://doi.org/10.1177/02614294231173783","url":null,"abstract":"Divergent thinking (DT) tests are sometimes used to select students for gifted programs. Studies on these tests, mostly conducted on non-gifted students, suggest that performance is influenced by the type of instruction given (standard vs. hybrid “be fluent AND original”) and time-on-task. The current study aimed to examine the effect of instructions and time-on-task on divergent thinking performance in gifted and non-gifted students in a 2 [gifted versus non-gifted] × 2 [standard versus hybrid instructions] design. The results showed that gifted students outperformed non-gifted students in fluency, while no significant difference was found between the two groups in originality. Creativity instructions improved both originality and fluency scores in verbal but not figural tests. As for time-on-task, gifted students took more time when completing DT tests as well as when they were given explicit instructions to “be creative.” Implications for gifted identification are discussed.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124308549","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-20DOI: 10.1177/02614294231171698
Juah Kim, S. Han, Doehee Ahn, Seokhee Cho
Talent developmental experiences of economically disadvantaged students of Specialized STEM Talent Residential High Schools (SSTRHS) were investigated. Nine students who were preferentially admitted to SSTRHS due to their families’ economic disadvantage were interviewed twice on their experiences from early childhood to college. The data were verified by checking with survey data, national gifted education data and interviews with master teachers. A thematic analysis revealed that STEM talent was recognized early by parents and acknowledged through competitions. However, there were limited resources and opportunities for them to study advanced mathematics systematically and intensely until they entered SSTRHS. At the SSTRHS, they struggled with an extremely accelerated math curriculum. However, with support from advanced peers and teachers, they could cope with their weaknesses caused by limited dosage of STEM learning. Experience conducting research with peers and mentors were the most critical catalysts for their planning for future careers as research scientists.
{"title":"Catalysts and Deterrents for STEAM Talent Development of Students from Economically-Disadvantaged Families Through Specialized STEAM Talent Residential High Schools","authors":"Juah Kim, S. Han, Doehee Ahn, Seokhee Cho","doi":"10.1177/02614294231171698","DOIUrl":"https://doi.org/10.1177/02614294231171698","url":null,"abstract":"Talent developmental experiences of economically disadvantaged students of Specialized STEM Talent Residential High Schools (SSTRHS) were investigated. Nine students who were preferentially admitted to SSTRHS due to their families’ economic disadvantage were interviewed twice on their experiences from early childhood to college. The data were verified by checking with survey data, national gifted education data and interviews with master teachers. A thematic analysis revealed that STEM talent was recognized early by parents and acknowledged through competitions. However, there were limited resources and opportunities for them to study advanced mathematics systematically and intensely until they entered SSTRHS. At the SSTRHS, they struggled with an extremely accelerated math curriculum. However, with support from advanced peers and teachers, they could cope with their weaknesses caused by limited dosage of STEM learning. Experience conducting research with peers and mentors were the most critical catalysts for their planning for future careers as research scientists.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133134147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-12DOI: 10.1177/02614294231170265
Mehmet Hilmi Sağlam, Talha Göktentürk, C. O. Lo
This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model.
{"title":"The factors explaining reading success of academically gifted readers through the ecological model","authors":"Mehmet Hilmi Sağlam, Talha Göktentürk, C. O. Lo","doi":"10.1177/02614294231170265","DOIUrl":"https://doi.org/10.1177/02614294231170265","url":null,"abstract":"This study aims to discover the best appropriate model to explain reading success of academically gifted students through the ecological model. Three models (i.e., Model 1, Model 2, and Model 3) were created by using three layers of the ecological model to investigate the ecological background of reading success. In line with the literature, seven explanatory factors were examined among the items in the student questionnaire of PISA 2018. Exploratory factor analysis to detect factors and confirmatory factor analysis to validate them were used respectively. Cronbach’s Alpha values of each factor (internal consistency) were also calculated. Structural equation modeling was performed to create a model explaining reading success. Afterward, indices of goodness-fit-criteria were examined. The findings indicated that there is a complex background for reading. All factors (i.e., perception of difficulties, perception of competence in reading, enjoyment of reading, teacher support, teacher feedback, value of school and disciplinary climate in the classroom) have a significant effect on reading. According to the results, Model 3 has the best model fit indices among other models. This model, having more complexity and interaction among latent variables, was found as the most comprehensive and appropriate model due to being coherent with the ecological model.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130848275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1177/02614294231165121
Jenny Yang, Gülnur Özbek, Shao Liang, Seokhee Cho
Project BRIDGE was launched as a response to the underrepresentation of English learners in gifted education. Through Project BRIDGE, high-ability English learners were able to access the same rigorous academic content as their native English-speaking peers. The present study compared intervention and comparison teachers' instructional behaviors in curriculum planning and delivery, accommodation in individual differences, problem solving, critical thinking strategies, creative thinking strategies, language strategies. The data on student-teacher interactions in second-grade math classes were collected through structured observation and analyzed quantitatively and qualitatively. The results showed that the intervention teacher was more effective than the comparison teacher in: 1) establishing high expectations for student performance; 2) implementing activities that promote critical and creative thinking; 3) engaging students in active classroom talk; and 4) providing supports for language development.
{"title":"Effective teaching strategies for teaching mathematics to young gifted English learners","authors":"Jenny Yang, Gülnur Özbek, Shao Liang, Seokhee Cho","doi":"10.1177/02614294231165121","DOIUrl":"https://doi.org/10.1177/02614294231165121","url":null,"abstract":"Project BRIDGE was launched as a response to the underrepresentation of English learners in gifted education. Through Project BRIDGE, high-ability English learners were able to access the same rigorous academic content as their native English-speaking peers. The present study compared intervention and comparison teachers' instructional behaviors in curriculum planning and delivery, accommodation in individual differences, problem solving, critical thinking strategies, creative thinking strategies, language strategies. The data on student-teacher interactions in second-grade math classes were collected through structured observation and analyzed quantitatively and qualitatively. The results showed that the intervention teacher was more effective than the comparison teacher in: 1) establishing high expectations for student performance; 2) implementing activities that promote critical and creative thinking; 3) engaging students in active classroom talk; and 4) providing supports for language development.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"123 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121964509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.1177/02614294231166770
Gülnur Özbek, Seokhee Cho
This study aimed to examine project productions of gifted youths with real-life problems in the STEM domain in the Upper-Lower Groups according to their program evaluations. A mixed research design was used. Education program evaluations of 105 gifted youths, who were attending the Project Production and Management Program at Science and Art Centers in the Republic of Türkiye, were analyzed. It was found that even though they had positive views on the effectiveness of program, there was a significant difference between the lower-27% and upper-27% groups. In the second part, project productions of gifted youths in the Lower-Upper Groups were examined. Even though they were able to produce projects with real-life problems in the STEM domain, differences in favor of the Upper Group were concluded in terms of interdisciplinary connections, complexity of real-life problems, originality of ideas, creative productivity, validation of the solutions, transformation into products, and universality of dissemination.
{"title":"Project productions with real-life problems in the STEM domain of gifted youths according to their program evaluations","authors":"Gülnur Özbek, Seokhee Cho","doi":"10.1177/02614294231166770","DOIUrl":"https://doi.org/10.1177/02614294231166770","url":null,"abstract":"This study aimed to examine project productions of gifted youths with real-life problems in the STEM domain in the Upper-Lower Groups according to their program evaluations. A mixed research design was used. Education program evaluations of 105 gifted youths, who were attending the Project Production and Management Program at Science and Art Centers in the Republic of Türkiye, were analyzed. It was found that even though they had positive views on the effectiveness of program, there was a significant difference between the lower-27% and upper-27% groups. In the second part, project productions of gifted youths in the Lower-Upper Groups were examined. Even though they were able to produce projects with real-life problems in the STEM domain, differences in favor of the Upper Group were concluded in terms of interdisciplinary connections, complexity of real-life problems, originality of ideas, creative productivity, validation of the solutions, transformation into products, and universality of dissemination.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128232859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.1177/02614294231167744
Carlos Lage-Gómez, Germán Ros
The study analyses the relationship between transdisciplinary integration, creativity and student motivation in three STEAM projects. It has been carried out over 3 years in a programme for gifted students. 152 students (11–12 years old), five teachers and four external professionals participated. The projects included a variety of scientific, humanistic and artistic activities, together with outings, the collaboration of experts and the creation of a transdisciplinary art-based final products. The research was carried out through the analysis of qualitative data (interviews, video-recordings, participant observation) using Atlas.ti8 within the framework of Activity Theory and statistical analysis of questionnaires. It shows how the transdisciplinary integration favoured a complex approach to knowledge with an essential role of the artistic-based transdisciplinary final products and fostered a plural approach to creativity. The active participation of the students favoured their motivation and involvement. The significant correlation between creativity, student motivation and transdisciplinary integration emerges as a key element in the STEAM projects implemented.
{"title":"How transdisciplinary integration, creativity and student motivation interact in three STEAM projects for gifted education?","authors":"Carlos Lage-Gómez, Germán Ros","doi":"10.1177/02614294231167744","DOIUrl":"https://doi.org/10.1177/02614294231167744","url":null,"abstract":"The study analyses the relationship between transdisciplinary integration, creativity and student motivation in three STEAM projects. It has been carried out over 3 years in a programme for gifted students. 152 students (11–12 years old), five teachers and four external professionals participated. The projects included a variety of scientific, humanistic and artistic activities, together with outings, the collaboration of experts and the creation of a transdisciplinary art-based final products. The research was carried out through the analysis of qualitative data (interviews, video-recordings, participant observation) using Atlas.ti8 within the framework of Activity Theory and statistical analysis of questionnaires. It shows how the transdisciplinary integration favoured a complex approach to knowledge with an essential role of the artistic-based transdisciplinary final products and fostered a plural approach to creativity. The active participation of the students favoured their motivation and involvement. The significant correlation between creativity, student motivation and transdisciplinary integration emerges as a key element in the STEAM projects implemented.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"179 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113986857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1177/02614294231167749
R. Sternberg, María Isabel Rodríguez-Fernández
Humanitarian giftedness is the deployment of one’s gifts and talents in a way that, at some level, benefits humanity. Humanitarian giftedness involves sharing one’s gifts with others in a way that makes the world a better place. It is not something people are born with—they develop it in the same way other forms of expertise are developed—through a deployment of abilities as developed by deliberate practice and a focus on giving rather than just receiving. Teachers and parents can develop humanitarian giftedness by being role models, by sharing stories of humanitarian giftedness, and by encouraging it in their students. They also must discourage use of gifts for ends that harm humanity. The road to more humanitarian deployment of gifts is not through tests and other assessments, but through the development of humanitarian gifts as a learned form of expertise—as gifts not from genes, but rather from the interaction of the person with the tasks they confront and the environmental contexts in which they live.
{"title":"Humanitarian giftedness","authors":"R. Sternberg, María Isabel Rodríguez-Fernández","doi":"10.1177/02614294231167749","DOIUrl":"https://doi.org/10.1177/02614294231167749","url":null,"abstract":"Humanitarian giftedness is the deployment of one’s gifts and talents in a way that, at some level, benefits humanity. Humanitarian giftedness involves sharing one’s gifts with others in a way that makes the world a better place. It is not something people are born with—they develop it in the same way other forms of expertise are developed—through a deployment of abilities as developed by deliberate practice and a focus on giving rather than just receiving. Teachers and parents can develop humanitarian giftedness by being role models, by sharing stories of humanitarian giftedness, and by encouraging it in their students. They also must discourage use of gifts for ends that harm humanity. The road to more humanitarian deployment of gifts is not through tests and other assessments, but through the development of humanitarian gifts as a learned form of expertise—as gifts not from genes, but rather from the interaction of the person with the tasks they confront and the environmental contexts in which they live.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127015661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-23DOI: 10.1177/02614294231164826
Shih-Chen Tuan, C. Kuo
A STEAM curriculum integrated with science, technology, engineering, art, and mathematics would help gifted students actively explore and integrate knowledges across the fields. In this study, a program “the Chant of Joy Dadaocheng” was designed by five teachers from various fields for students to explore historical culture, produce creative artworks, and present their performances. 15 students identified through the Identification Committee Board for gifted and talented students in Taipei City participated the program. After 5 days enrichment activities, a semi-structured interview, behavior observations, script, and artworks were collected to assess the learning outcomes. The data collected were coded, classified, and interpreted. The results indicated the participated students could derive new ideas from the historical and cultural context through artworks, props, music, choreography, stories, and sentiment; they were able to transform inspirations from learning experience into creative presentation; and exhibited cross-disciplinary literacy, creativity and problem-solving ability.
{"title":"“The Chant of Joy Dadaocheng”: A STEAM Program for Art Talented Students","authors":"Shih-Chen Tuan, C. Kuo","doi":"10.1177/02614294231164826","DOIUrl":"https://doi.org/10.1177/02614294231164826","url":null,"abstract":"A STEAM curriculum integrated with science, technology, engineering, art, and mathematics would help gifted students actively explore and integrate knowledges across the fields. In this study, a program “the Chant of Joy Dadaocheng” was designed by five teachers from various fields for students to explore historical culture, produce creative artworks, and present their performances. 15 students identified through the Identification Committee Board for gifted and talented students in Taipei City participated the program. After 5 days enrichment activities, a semi-structured interview, behavior observations, script, and artworks were collected to assess the learning outcomes. The data collected were coded, classified, and interpreted. The results indicated the participated students could derive new ideas from the historical and cultural context through artworks, props, music, choreography, stories, and sentiment; they were able to transform inspirations from learning experience into creative presentation; and exhibited cross-disciplinary literacy, creativity and problem-solving ability.","PeriodicalId":186980,"journal":{"name":"Gifted Education International","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126379157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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