• Journal of Science Education
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• v.33 no.2
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• pp.321-335
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• 2009

The purpose of this study was to design of instructional models for underserved science gifted students, especially developing the thinking skills. We made orientation and methodology to design of instructional models. According to these orientation and methodology, we designed instructional models that improving cognitive thinking and affective attitude of underserved science gifted students. Particularly, we designed instructional models that is composed of objective, activity, evaluation. According to the Bloom's cognitive educational objective taxonomy(cognitive thinking process) and Krathwohl's affective educational objective taxonomy(affective attitude), we designed integrated(cognitive and affective) and progressive 4 stages or steps instructional models.