Creativity of gifted students in an integrated math-science instruction

Min Kyeong Kim, Il Soon Roh, Mi Kyung Cho

Research output: Contribution to journalArticlepeer-review

23 Scopus citations


This study designed and applied integrated math-science instruction to gifted students to enable expression of creative potential, and examined the creativity and creative productivity in the context of a classroom designed to facilitate improvement. Study participants consisted of 20 mathematically gifted elementary students in a combined 5-6th grade class operated by a university affiliated institute for gifted students in Seoul, South Korea. Gifted students that received 8 sessions of integrated instruction did not think of math and science concepts separately but designed the solution process appropriately and solved problems creatively. Creativity tests showed a high correlation between subcomponents, and assessment scores on productivity using a gear Goldberg machine showed that divergent thinking and originality have a significant effect on the production process.

Original languageEnglish
Pages (from-to)38-48
Number of pages11
JournalThinking Skills and Creativity
StatePublished - 1 Mar 2016

Bibliographical note

Publisher Copyright:
© 2015 Elsevier Ltd.


  • Creativity
  • Gifted students
  • Integrated education
  • Integrated math-science instruction


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