The purpose of this study is to apply a new evaluation tool to gifted students and to analyze the results using science book reports to evaluate creative problem-solving skills. To this end, 20 students who had read all three books and submitted book reports among students attending the Science Gifted Education Center attached to the university were evaluated by applying the creative problem solving ability evaluation tool. As a result of evaluating the book reports of gifted students, the points that gifted students acquired did not change significantly depending on the content or type of books, so it was possible to confirm the stability of the creativity evaluation tool and to analyze the creative problem-solving ability of gifted students according to the components. Generally speaking, gifted students scored high in the Based on knowledge and skills in a specific area , which represents creative problem-solving skills related to knowledge and concepts of science, but The score of the general knowledge and skill-based which represents factor the ability to solve problems using knowledge in various areas other than the science field was relatively low. We found out in the study that it is necessary to educate gifted students on strategies and insights that can solve real problems based on convergent knowledge as well as cognitive science. In addition, we compared the results by classifying them into upper and lower groups based on the total score of the evaluation results to find out that the difference in the scores between the upper and lower groups in the divergent thinking is large, so that the divergent thinking activity element can be used as an important factor in understanding creative problem solving ability. It is expected that the evaluation of the creative problem-solving ability and the analysis of the evaluation results can measure the current student s level of creative problem-solving ability, and will be an indicator in the further instruction.
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 연구결과
Ⅳ. 결론 및 제언