Indicators of Actively Open-Minded Thinking as One of the Cognitive Learning Outcomes for Gifted Programs in Al-Ahsa Region: An Evaluation Study

Rommel AlAli


The evaluation process of gifted care programs in the Kingdom has focused only on verifying the quality of services provided in these programs, without going beyond that to studying the different cognitive and emotional learning outcomes of these programs. To verify the quality of some of the outputs of these cognitive and emotional programs, the current research aimed to reveal the extent of the impact of gifted programs on the development of some actively open-minded thinking skills. To achieve this goal, the actively open-minded thinking scale was developed. The results showed that the gifted program led to the development of actively open-minded thinking skills for students enrolled in gifted programs. The results of the application of the scale in its four dimensions also showed the availability of indicators of actively open-minded thinking with a high degree and that the dimensions of belief identification and dogmatic thinking got a high average rating, while the dimensions of flexible thinking and constructive thinking got a medium rating. The researcher recommended the need and importance of considering the gifted in the content of these programs to determine the positive and negative of them and their opinions of those in charge of these programs to develop them according to their abilities and to try to involve the gifted in developing their own programs on various aspects of personality.


Keywords: actively open-minded thinking, indicators, cognitive learning, gifted programs.

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