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- W4383681354 abstract "Objectives The purposes of this paper were to explain how group project of problem-based learning affect the self-directed learning, communication, and problem-solving capabilities of gifted students.
 Methods The effectiveness of group project of problem-based learning was confirmed by using a pre-post response sample t-test on self-directed learning, communication, and problem solving competency for 86 students at A University's Gifted education center.
 Results Through the problem-based learning program, the gifted students showed statistically significant improvements in self-directed learning, communication, and problem-solving competencies. Among the sub-factors of self-directed learning competence, learning planning(t=-6.580, p<.001), learning execution(t=-5.797, p<.001), and learning evaluation(t=-6.155, p<.001), the gifted students showed the greatest difference in the learning planning factor. Communication competence showed a significant difference in the interpretive domain, which is the ability to give meaning to the environment surrounding the communicator (t=-7.892, p<.001). Finally, in problem-solving competency, the performance evaluation factors showed a statistically significant difference (t=-7.750, p<.001).
 Conclusions Based on these results, it was confirmed that problem-based learning is that can improve the core competencies of gifted students, and the need for development of a teaching-learning model suitable for the characteristics of gifted students and continuous education programs was suggested." @default.
- W4383681354 created "2023-07-10" @default.
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- W4383681354 date "2023-06-30" @default.
- W4383681354 modified "2023-09-25" @default.
- W4383681354 title "The effects of problem-based project instruction on self-directed learning, communication, and problem-solving competence in gifted students" @default.
- W4383681354 doi "https://doi.org/10.22251/jlcci.2023.23.12.191" @default.
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