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Bibliografía completa 2.821 recursos
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This article presents a new, systems theory of creative giftedness. The system has three major parts: the person, the ecological context in which the person operates, and the creative contributions that the person makes. Creative giftedness thus is seen as an interaction between the person, the ecological context, and the tasks that the individual undertakes within that context. Suggestions are given as to how to develop creative giftedness within this theoretical approach.
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The current study examined the relationship between creative potential, estimated with tests of divergent thinking (DT), and emotional intelligence (EI). Previous research has hinted at a relationship, but the EI–DT relationship may differ as a function of the tasks and the specific components of EI. With this in mind, the present investigation compared two DT tests (Social Games vs. Titles Games) and examined whether or not the Interpersonal and Intrapersonal subscales of EI were more associated with DT than the Adaptability and Stress Management EI subscales. The youth version of the Bar-On Emotional Quotient Inventory (EQ-i: YV) was used to measure EI. The measure of EI and the two DT tests were administered to 244 male and female gifted (N = 125) and nongifted (N = 119) high school students in Saudi Arabia. The first objective was to examine whether the EI–DT relationship differs based on the nature of the task of the two DT tests used in the current study (Social Games vs. Titles Games). The second objective was to test whether the Interpersonal and Intrapersonal subscales of EI are more associated with DT than the Adaptability and Stress Management EI subscales. Canonical correlation analysis showed that the relationship between the Social Games test and EI was stronger than the relationship between the Titles Games test and EI. Two path analyses were run: one for the total sample and the second for the gifted sample. The likelihood ratio test showed that the Social Games test was more associated with EQ-i subscales than the Titles Games test for both samples. As expected, the Inter- and the Intrapersonal subscales of the EQ-i were more highly related to Social Games fluency and originality scores compared with the Stress Management and Adaptability subscales. Limitations and future directions are discussed.
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В настоящей статье обсуждаются возможности дополнительного образования детей в Казахстане для более полного раскрытия их потенциала. В работе отражены преимущества и эффекты дополнительного образования детей в индивидуализации образовательной траектории. Рассматриваются и предлагаются способы…
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В публикации показаны результаты эмпирического исследования стрессоустойчивости одаренных подростков. Представлена батарея методик для идентификации подростков с общей одаренностью на основе модели Дж. Рензулли; описаны эмпирически факты о стрессоустойчивости одаренных подростков и различиях в стрессоустойчивости у одаренных подростков и подростков, у которых общая одаренность не вывялена.
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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.
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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.
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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.
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Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.
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본 연구에서는 사회적 취약계층 초등영재 학생들을 위한 온라인 STEM 교육에 참여하고 있는 학생들의 담임교사들이 이 학생들을 위한 온라인 영재교육을 어떻게 인식하고 있는지를 조사하여 보다 효과적인 온라인 교육 지원 방안을 찾는 데 그 목적이 있다. 이를 위하여 사회적 취약계층 초등영재 STEM온라인 영재교육에 참여하고 있는 학생들의 담임교사 25명을 대상으로 교육 운영에 대한 만족도, 온라인 교육 지원 방안 및 온라인 교육과 병행할 오프라인 교육 등에 대한 의견을 조사하였다. 그 결과, 담임교사의 경우 학교 현장에서 학생들이 온라인 STEM 교육 참여 현황을 공유하고 안내하는 역할 정도로 온라인 영재교육에 대한 최소한의 참여를 선호하였고, 교육내용의 난이도를 조절, 컴퓨터 사용 지원, 학생들의 교육성과 교류, 우수학생 특별 심화반 운영, 담임교사 워크숍 등을 원하는 것으로 나타났다. 이를 통해 온라인 STEM 교육에서는 멘토의 역할이 중요하며, 담임교사의 역할을 최소화하고, 학생들이 활발하게 참여할 수 있는 다양한 오프라인 프로그램이 개발되어야 함을 알 수 있었다.
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The purpose of this study was to comparatively investigate the mathematical communication competency of mathematically gifted and non-gifted eighth-grade students. In this qualitative research, the multiple case study method was used. The participants consisted of a total of 10 eighth-grade students, comprising five mathematically gifted and five non-gifted students. The Mathematical Communication Competency Measurement Tool and Clinical Interview Form were used as data collection tools. The research data obtained with the Mathematical Communication Competency Measurement Tool were analyzed quantitatively by considering the levels of mathematical communication competency, whereas deductive analysis was performed on the data collected through the clinical interviews. As a result of the study, similarities were observed in the way mathematically gifted and non-gifted students employed mathematical communication competency in the process of solving relatively low-level (level 1) problems. However, for relatively high level (levels 2 and 3) problems, gifted students differed in terms of revealing the purpose of the problem, explaining a mathematical result, and presenting verbal and/or written justification.
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