Abstract
The purposes of this study were to investigate the current situation regarding the scientific higher-order thinking ability of elementary school gifted students, and to investigate the factors that influenced their scientific and higher-order thinking ability. Subjects of the study were 60 gifted-class teachers and 638 gifted elementary students. Results of the study were as follows: The factors of class and curriculum structure strongly predicted the improvement of scientific and higher-order thinking ability. Suggestions for evaluation of the scientific enrichment curriculum, teacher professional development and future researches are discussed.
| Keywords: | hierarchical linear models; scientific enrichment curriculum; scientific higher-order thinking ability |
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