A Study on the Creative Environment of Design Thinking Program for Science Gifted Students

2021 ◽  
Vol 13 (2) ◽  
pp. 56-74
Author(s):  
Hyeonah Noh ◽  
Jaehyeok Choi
Keyword(s):  
Design Thinking ◽  
Gifted Students ◽  
Creative Environment

Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model

2020 ◽  
Vol 43 (3) ◽  
pp. 193-226
Author(s):  
Robyn Spoon ◽  
Lisa DaVia Rubenstein ◽  
Kate Shively ◽  
Krista Stith ◽  
Margaret Ascolani ◽  
...  
Keyword(s):  
Professional Learning ◽  
Design Thinking ◽  
Summer Camp ◽  
Gifted Students ◽  
Learning Theories ◽  
Secondary Sources ◽  
School Year ◽  
Adult Learning Theories ◽  
Powerful Learning ◽  
Affective Skills

Effective gifted education should incorporate opportunities for gifted students to develop creative and critical thinking along with academic and affective skills. Professional learning (PL) supporting these outcomes is not consistently successful. Therefore, this study pilots a new PL model called Instruct to Innovate (I2I) to support teachers’ efforts in facilitating gifted students’ development. This model integrates the Design Thinking Model and adult learning theories. Teachers participated in a multiphase intervention, including a 2-week PL summer camp with subsequent bimonthly meetings throughout the school year. Teachers’ reflections, captured in focus groups, along with secondary sources of corroborating data were collected. Through qualitative analyses, teachers recognized key design principles (i.e., human-centeredness, bias towards action, collaborative nature, and mindfulness of the process) within the PL model, their practice, and their students. These findings provide initial evidence that this approach may support educators’ efforts as they provide powerful learning experiences for gifted students.

scholarly journals Online Design Thinking Problems for Enhancing Motivation of Gifted Students

2021 ◽  
Vol 20 (8) ◽  
pp. 91-107
Author(s):  
Ayed H Ziadat ◽  
Mohammad Abed Sakarneh
Keyword(s):  
Extrinsic Motivation ◽  
Design Thinking ◽  
Gifted Students ◽  
School Design ◽  
Sat Scores ◽  
Study Results ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Satisfaction ◽  
Experimental Group

Motivation is important for harnessing abilities and competencies, even if students are naturally or potentially gifted. This study used design thinking pedagogy as an innovative approach to motivate students holistically to learn and attend school. Design thinking is an approach to acquire and apply knowledge in a real situation that involves five stages: empathy, define, ideate, prototype, and test. The study was a quantitative quasi-experimental study with a one-group design and pre and post-tests. The study evaluated intrinsic and four extrinsic motivation categories – integrated, identified, introjected, and external regulation – to evaluate gifted students’ motivation to do coursework, and used a motivation scale to gauge their willingness to attend school, and an attitude questionnaire to determine students’ satisfaction with and engagement in the design thinking class. The experimental group consisted of 77 randomly selected gifted students at the King Abdullah II School for Excellence. After engaging in the design thinking class, the gifted students’ scores on all motivation categories were higher in the post-test than they had been in the pre-test. However, gifted students’ motivation levels were not associated with their gender, grades, and SAT scores. Thus, the design thinking approach is a promising approach for educating gifted students; students found it satisfying and they exhibited high levels of engagement behavior. The study results recommend that a design thinking approach is worth pursuing to increase gifted students’ motivation. The researchers recommend considering both gifted and non-gifted students in future studies involving the design thinking approach.

Smash-Up

2020 ◽  
pp. 224-239
Author(s):  
Laurie L. Alisat
Keyword(s):  
Design Thinking ◽  
Gifted Students ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Gifted Learners ◽  
Problem Finding ◽  
Current Trends ◽  
Promising Practice ◽  
The World ◽  
Authentic Problems

Among the current trends, globally in education, is a focus on personalized learning as a way to meet student needs, increase engagement, and improve achievement. Design thinking is a process, as well as a way of being, which, as a promising practice, provides a means for personalizing learning through work that is meaningful and relevant to students. The mindsets and processes of design thinking were used to invite gifted students into problem finding and problem solving, which began with where the students were at and further developed their knowledge and skills in action-oriented solutions. Using design thinking, students engaged in the world to solve authentic problems through a lens of empathy and human centeredness, strengthening their ties to community. Design thinking provided rich learning opportunities that were effective for gifted learners, engaging their curiosity, sense of social justice, imagination, and critical thinking.

scholarly journals Perceptions of K-12 Teachers on the Cognitive, Affective, and Conative Functionalities of Gifted Students Engaged in Design Thinking

2020 ◽  
Vol 54 (1) ◽  
Author(s):  
Krista Stith ◽  
Mistie Potts ◽  
Lisa Rubenstein ◽  
Kathryn Shively ◽  
Robyn Spoon
Keyword(s):  
Learning Environments ◽  
Gifted Education ◽  
Design Thinking ◽  
Gifted Students ◽  
Formal Training ◽  
Design Learning ◽  
Significant Step ◽  
K 12 ◽  
Different Content ◽  
Training Opportunities

Gifted students are our nation’s natural resource of technological inventors and innovators, but oftentimes do not receive differentiated instruction in technology/engineering design learning environments. This is not negligence or lack of care by the instructor, but a national issue of not sufficiently providing pre- and in-service teachers with formal training opportunities in gifted education. The purpose of this study was to understand the perceptions of K-12 teachers, trained in gifted education pedagogy and the Design Thinking Model (DTM), after their gifted students engaged in design thinking activities. Fifteen K-12 educators of different content areas reflected in focus groups upon how their gifted students performed. Teachers noted cognitive, affective, and conative phenomena, such as development of 21st Century capabilities, externalizations of psychosocial behaviors (e.g., perfectionism, avoidance of failure, gifted underachievement), and strong motivations to solve problems for end-users. The researchers suggest that with the reality of educators unable to receive formal training in gifted education, developing an awareness of intrapersonal functionalities of gifted students engaged in design thinking can be a significant step toward providing supportive learning environments.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

How to Teach Gifted Students: Practical Advice

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (12) ◽  
Author(s):  
Russell Eisenman
Keyword(s):  
Gifted Students ◽  
Practical Advice
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