The scientific hypothesis formulation ability of gifted ninth-grade students.

Abstract

An exploratory study was conducted to compare selected cognitive and noncognitive variables' relationships with highly intelligent ninth-grade students' ability to formulate hypotheses about realistic, ill-defined situations. Three hypotheses were tested in this study: whether boys' and girls' abilities to formulate hypotheses differed; whether significant relationships existed between hypothesis formulation ability and cognitive and noncognitive factors; and the extent to which there was a relationship between the quality and the quantity of students' responses

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