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Semantic Scholar extracted view of "¿Quién debe enseñar a los alumnos de altas capacidades?" by Kirsi Tirri
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Giftedness in the Finnish educational culture is seen as taboo, and it is easier to talk about talent development. We need to widen the concept in the ways that would address both excellence and ethics. The definition of transformational giftedness includes a beyond-the-self orientation and implies that the purpose of giftedness is to help to make the world a better place. This kind of definition might be the key in using the term “giftedness” in egalitarian and inclusive cultures like Finland. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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Spirituality is an important domain in the holistic education of gifted students. The definition of transformational giftedness makes it possible to emphasize spiritual domain in student development. Spirituality provides possibilities to reflect on the values and meanings of life that could provide purpose for gifted students in their studies and for their future lives. The concepts of religion and spirituality are defined, and their different roles clarified in the context of education. Spiritual sensitivity is introduced as a human capacity that can be measured scientifically with the spiritual sensitivity questionnaire instrument. Research findings among young generation and gifted students indicate that mystery-sensing, contemplation, and search for meaning in life are important aspects in spirituality of our generation. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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There is a lack of research on students’ conceptions of giftedness and intelligence, despite recognition of their influence on real-life factors such as achievement and motivation. This paper presents a cross-sectional mixed methods study that investigated Finnish students’ (age 6–16 years; N = 1282) implicit conceptions of giftedness and intelligence and the mindsets underlying such conceptions. More particularly, the study aimed to investigate how giftedness and intelligence are constructed and understood in the minds of students and how students’ mindsets are actualized in their descriptions of giftedness and intelligence. The results indicated that, from very early on, students differentiate between the two concepts. Giftedness and intelligence were both seen as malleable, but views on giftedness were more fixed than were conceptions of intelligence. Both age- and school-related differences were found in students’ conceptions. Furthermore, the study demonstrated differences in conceptions of giftedness and intelligence between growth- and fixed-mindset students. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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In the face of global issues such as climate change, the world needs action competent, transformationally gifted citizens, who are willing to step up and take responsibility for a better future. However, empirical evidence on what supports the development of transformational giftedness is limited. Furthermore, the relationship between academic giftedness and transformational giftedness has not been clearly pronounced. The purpose of this study is to address this research gap by examining students’ climate competencies. A total of 1703 students from five Finnish high schools (grades 10–12) participated in this study. Using a questionnaire, students’ climate change knowledge, values, willingness to take action, sense of responsibility, environmental concern, and perceptions on how climate change issues are dealt with in school were examined. Four of the schools were general education high schools, while one was for students formally identified as gifted students. The findings indicate that academically gifted students in both general education schools and the gifted school show more climate competencies than average-ability students. Furthermore, gifted students that attended the school for gifted students show more climate competencies than the gifted students from general education schools. Based on the findings, the paper discusses how the development of transformational giftedness can be better supported in education. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
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This study examined Finnish eighth graders’ (N = 1136) educational aspirations and how those can be predicted by mindsets, academic achievement, and gender. Multinomial logistic regression analyses were conducted to investigate how two mindset constructs (intelligence and giftedness), domain-specific academic performance (mathematics and reading), and gender relate to students’ educational aspirations on three levels (academic, vocational, and unknown). The growth mindset about giftedness was found to predict unknown aspirations, whereas the growth mindset about intelligence did not predict educational aspirations. High performance in math predicted students’ academic aspirations, but performance in reading did not predict educational aspirations. Gender-related differences were found, as boys seem to have vocational aspirations, but the effect did not penetrate all schools. Lastly, students’ aspirations differed between schools: from some schools, students are more likely to apply to university, while from other schools, students are more likely to apply to vocational education. Overall, the study demonstrated that a growth mindset does not directly predict academic aspirations, and the relationship between implicit beliefs and educational outcomes might be more complex than suggested. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: journal abstract)
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In this chapter Finnish conceptions of giftedness and talent are presented. The Finnish conceptions are explored in the context of an educational system in which a strongly rooted egalitarian ethos and individualistic values are concurrently present. The teachers’ and students’ conceptions related to giftedness and intelligence and conceptions in the national core curriculum for basic education are discussed in the frameworks of domain-specific and developmental theories of giftedness. The implications of Finnish conceptions of giftedness and talent for teaching and learning in school are discussed. Differentiated teaching is advocated as a promising approach for educating gifted students in a Finnish context. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)
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