Integrated Inquiry Ability of Science Gifted Students in Science Inquiry Class Emphasizing Observation and Communication, and Students’ Perceptions of Class from the Perspective of Observation and Communication

This study investigated the level of problem recognition, hypothesis setting, and variable control exploration ability of middle school science gifted students in hypothesis verification exploration classes emphasizing observation and communication, and students’ perceptions of class from perspective of observation and communication. The class of this study is designed for science gifted students to continue to participate in observation and communication, and through the analysis of the students’ reports submitted after the class, it was confirmed that many science gifted students have low level ability of problem recognition, hypothesis setting, and variable control. However, the scientific gifted students of this study recognized that observation and communication helped to conduct inquiry, and that observation activities helped to understand the characteristics of the study subject and to solve the problem in general. In addition, it was recognized that communication activities helped solve previously unresolved problems because they were able to supplement hypotheses and inquiry methods and broaden their thinking. In addition, students responded that not only the observation and communication activities emphasized in the class of this study, but also hypothesis setting, inquiry design and performance activities had a positive effect on the process of verifying the hypothesis and drawing conclusions.