Predictive Abilities Of Metacognitive Strategies In Solving Creative Problems Among Gifted Students
Main Article Content
Abstract
The study aimed to identify the predictive abilities of metacognitive strategies in solving creative problems among gifted students at King Abdullah Schools for Excellence in Jordan. In order to collect and analyze the sought-after data for this study, a descriptive analytical approach and structured quantitative analysis were employed. 113 secondary school students were randomly chosen for the study sample. The metacognitive thinking and problem-solving scales were administered to the study sample. The students demonstrated excellent levels of metacognitive thinking and problem-solving abilities, based on the collected data. Likewise, a strong correlation between metacognitive thinking and original problem-solving was found. These findings underline how critical it is to provide training in metacognitive techniques within a structured educational environment. To smooth efficient knowledge transfer to gifted students, the study recommends metacognitive strategies be implemented in creative problem-solving, supply of material and technological resources, implementation of teacher education courses, and development of an environment-supporting infrastructure. The study offers insights into the significance of metacognitive thinking in developing gifted children' problem-solving skills.
Article Details
References
Al-Ghablan, R. & Al-Jarrah, D. (2022). The Predictive Ability of Habits of Mind of the Creative Personality of Gifted Students in the State of Kuwait, IUG Journal of Educational and Psychological Sciences Peer-reviewed Journal of Islamic University-Gaza, Vol 30, No 6, pp 312 -346
Al-Humaideen, N & Al-Zaq, Y (2019). The predictive ability of meta-cognitive thinking strategies and the level of processing in problem-solving skills among tenth-grade students in the university district, Studies: Educational Sciences, 46 (4), 329-241
Chen, Y. H. (2022). The effectiveness of metacognitive strategies on enhancing creative problem-solving skills of gifted students in science education. Journal of Education and Learning, 11(1), 22–32.
Costa, A. (2015). Describing the Habits of Mind, In Discovering & Exploring Habits of Mind, USA the Association for Supervision and Curriculum Development, pp. 21–40.
Daghistani, B (2015). Level of need for cognition and metacognitive thinking among undergraduate kindergarten female students at King Sa'ud University in Saudi Arabia. Education, 136 (1), 101-111
Flavell, J. (2016). Metacognitive aspects of problem-solving. In LB Resnick (Ed.), the nature of intelligence. Hillsdale, NJ: Erlbaum.
Heilat, M. Q. (2017). "The relationship between creative self-efficacy and metacognitive thinking among female students in the professional postgraduate diploma teaching program at Abu Dhabi University," International Journal for Research in Education: Vol. 41: Iss. 3, Article 9.
Lee, S. H., & Kim, H. S. (2020). The Effect of metacognitive strategies on enhancing creative problem-solving skills of gifted students. Gifted Education International, 37(2), 95-104.
Lin, C. H. (2021). The impact of metacognitive strategies on improving creative problem-solving skills of gifted students in mathematics. Journal of Education and Practice, 12(3), 129–137.
Liu, W. J. (2022). The effectiveness of metacognitive strategies on enhancing creative problem-solving skills of gifted students in computer science education. Education and Information Technologies, 27(3), 1831-1841
Okasha, Mahmoud, Wadha, Iman Salah, )2012(, The Effectiveness of a training program in Developing metacognitive skills in a collaborative context on problem-solving behaviour among a sample of first-grade secondary students, The Arab Journal for the Development of Excellence, Volume Three, Issue Five, pg. 107- 122.
Ongardwanich, N., & Gumjudpai, T. (2021). A study of essential habits of mind for upper secondary school students in the 21st century. Journal of Education, 23(2), 192-204.
Park, S. J., & Choi, Y. J. (2021). The impact of metacognitive strategies on enhancing creative problem-solving skills of gifted students in art education. Gifted and Talented Education, 6(1), 44–53.