Are Co-Cognitive Skills of STEM-Talented Students Teachable by Inquiry-Based Instruction?

• In Event: Interventions and Gifted Education

Abstract

This study investigated whether inquiry-based instruction practiced at the specialized science high schools (SSHS) fosters STEM talented students’ co-cognitive skills including optimism, courage, romance with a topic, sensitivity to human concerns, physical/mental energy, and vision/sense of destiny. Based on Renzulli (2002)'s theory, it was hypothesized that inquiry-based instruction enhances school engagement and internalization of co-cognitive factors. 809 STEM talented students from eight SSHS in South Korea participated in a survey on their perception on the practices of inquiry-based instruction, their behavioral, affective, and cognitive engagement and co-cognitive skills. Through structural equation modeling (SEM) analyses, it was revealed that Inquiry-Based Instruction practiced in SSHS promotes the cultivation of their co-cognitive skills both directly and through school engagement among STEM talented students.

Authors

• Juah Kim, Korean Educational Development Institute

• Doehee Ahn, Chung-Ang University

• Seokhee Cho, St. John's University