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Evaluation of creative project production performance in mathematical logic and computational thinking skills among gifted high school students.

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Bibliographic Details
Title: Evaluation of creative project production performance in mathematical logic and computational thinking skills among gifted high school students.
Authors: Özbek G; Center for Creativity and Gifted Education, St. John's University, USA; Akdeniz University, Department of Educational Sciences, Türkiye. Electronic address: ozbekg@stjohns.edu., Karaaslan G; Hacettepe University, Department of Educational Sciences, Türkiye., Karabulut E; Cukurova University, Department of Educational Sciences, Türkiye.
Source: Acta psychologica [Acta Psychol (Amst)] 2025 Oct; Vol. 260, pp. 105328. Date of Electronic Publication: 2025 Sep 01.
Publication Type: Journal Article
Language: English
Journal Info: Publisher: North Holland Publishing Country of Publication: Netherlands NLM ID: 0370366 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1873-6297 (Electronic) Linking ISSN: 00016918 NLM ISO Abbreviation: Acta Psychol (Amst) Subsets: MEDLINE
Imprint Name(s): Publication: Amsterdam : North Holland Publishing
Original Publication: The Hague.
MeSH Terms: Creativity* , Thinking*/physiology , Logic* , Problem Solving* , Students*/psychology , Child, Gifted*/psychology, Humans ; Adolescent ; Male ; Female ; Schools
Abstract: Competing Interests: Declaration of competing interest The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. The authors declare that they have no competing interests.
This study examines the experiences of gifted high school students in transforming mathematical logic knowledge and skills into creative project productivity and computational thinking skills (CTS) through their logic-based project productions. A sequential exploratory mixed-methods research design was employed, involving 153 gifted youth. In the qualitative phase, a case study was used to examine the experiences of participants who attended the Logic-based Project Production and Management Program (PPMP) over 25 weekly sessions. In the quantitative phase, the Computational Thinking Skills Scale (CTSS) was administered to assess problem-solving, creative thinking, algorithmic thinking, cooperative learning and critical thinking skills. Findings indicated that gifted youths could produce creative projects by transforming logic systems into original algorithms, and logic-based PPMP positively affected their projects across four strands: critical concepts of logic, connecting logic with other disciplines, transforming logic into practice, and making meaning out of logic. Participants who excelled in project proposals, algorithm design, and collaborative practices demonstrated varied strengths in problem-solving, creative thinking, algorithmic thinking, cooperative learning, and critical thinking skills. EDUCATIONAL RELEVANCE STATEMENT: This research examines how mathematical logic knowledge and skills intersect with computational thinking skills in the context of creative project production among gifted high school students. By transforming mathematical logic into practical applications like algorithm design, the study demonstrates how such knowledge and skills can be converted into project products that align with the computational thinking skills of gifted high school students. Both mathematical logic and computational thinking are essential for addressing real-world challenges, and the findings provide implications for designing programs focused on mathematical logic projects that foster innovation, problem-solving, and project productivity, equipping students with the skills needed for success in STEM fields.
(Copyright © 2025 The Authors. Published by Elsevier B.V. All rights reserved.)
Contributed Indexing: Keywords: Algorithmic thinking; Computational thinking skills; Creative project production; Gifted high school students; Mathematical logic
Entry Date(s): Date Created: 20250902 Date Completed: 20251107 Latest Revision: 20251107
Update Code: 20251107
DOI: 10.1016/j.actpsy.2025.105328
PMID: 40897146
Database: MEDLINE
Description
Abstract:Competing Interests: Declaration of competing interest The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. The authors declare that they have no competing interests.<br />This study examines the experiences of gifted high school students in transforming mathematical logic knowledge and skills into creative project productivity and computational thinking skills (CTS) through their logic-based project productions. A sequential exploratory mixed-methods research design was employed, involving 153 gifted youth. In the qualitative phase, a case study was used to examine the experiences of participants who attended the Logic-based Project Production and Management Program (PPMP) over 25 weekly sessions. In the quantitative phase, the Computational Thinking Skills Scale (CTSS) was administered to assess problem-solving, creative thinking, algorithmic thinking, cooperative learning and critical thinking skills. Findings indicated that gifted youths could produce creative projects by transforming logic systems into original algorithms, and logic-based PPMP positively affected their projects across four strands: critical concepts of logic, connecting logic with other disciplines, transforming logic into practice, and making meaning out of logic. Participants who excelled in project proposals, algorithm design, and collaborative practices demonstrated varied strengths in problem-solving, creative thinking, algorithmic thinking, cooperative learning, and critical thinking skills. EDUCATIONAL RELEVANCE STATEMENT: This research examines how mathematical logic knowledge and skills intersect with computational thinking skills in the context of creative project production among gifted high school students. By transforming mathematical logic into practical applications like algorithm design, the study demonstrates how such knowledge and skills can be converted into project products that align with the computational thinking skills of gifted high school students. Both mathematical logic and computational thinking are essential for addressing real-world challenges, and the findings provide implications for designing programs focused on mathematical logic projects that foster innovation, problem-solving, and project productivity, equipping students with the skills needed for success in STEM fields.<br /> (Copyright © 2025 The Authors. Published by Elsevier B.V. All rights reserved.)
ISSN:1873-6297
DOI:10.1016/j.actpsy.2025.105328