Page 107 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 107
Excellence in Pupils and Teachers’ Attitudes Towards Science
solely on the quantity of reproductive knowledge at a certain level of ed-
ucation (Braš Roth et al., 2008).
When stimulating scientific thinking, pupils should be helped to discover
their own way, i.e. their own way of learning, to develop their metacogni-
tive skills that will include planning, observation, evaluation, and learning
content choices. Thus, Freeman (2003) mentions the problem of the teach-
ers’ frequent rigid steering of pupils in a certain direction, thus disrupting
the autonomy and motivation of the pupil for achievement. Nisbet (1990, ac-
cording to Freeman, 2003) suggests to teachers the following methods that
can assist pupils in developing autonomy in learning:
– Talk out Loud – while exploring a problem, the teacher should speak
loudly to understand and hear all pupils, and to adopt and understand
the entire course of work.
– Cognitive Teaching – the teacher demonstrates the entire research pro-
cess. Pupils have the opportunity to see the experiment ‘first-hand,’ on
the right example.
– Discussion – is organized after the experiment has been performed. It
carries out an analysis of the entire research process. Rich in arguments.
– Collaborative learning – pupils present their conclusions to each other.
Cooperative ‘teaching-learning’ interactions are ideal for achieving
higher levels of understanding.
– Socratic Examination – a teacher’s cautious examining, which encour-
ages pupils to express their thought processes and present their own
arguments. The examination is not aimed at acquiring new skills; it in-
structs pupils to use the knowledge they already possess.
In order to contribute to the autonomy of a gifted pupil, Freeman (2003)
recommends asking a simple question, ‘What have you learned today?’
which allows the pupil to recognize and reflect on the learned content. More
systematic scientific research conducted worldwide in this area shows that
there are different predictors that affect those attitudes. Some authors (Tirri,
Tallent-Runnels, Adams, Yuen, & Lau 2002) have found that in cross-cultural
studies it is very important to determine the criteria according to which
teachers’ attitudes differ in different cultures. Studies also show that the ex-
perience of working with gifted pupils, the quality of this experience and the
acquisition of professional competences from the field of gifted education,
acquired during undergraduate studies or by means of a special training,
significantly affect the development of more positive attitudes of teachers
105
solely on the quantity of reproductive knowledge at a certain level of ed-
ucation (Braš Roth et al., 2008).
When stimulating scientific thinking, pupils should be helped to discover
their own way, i.e. their own way of learning, to develop their metacogni-
tive skills that will include planning, observation, evaluation, and learning
content choices. Thus, Freeman (2003) mentions the problem of the teach-
ers’ frequent rigid steering of pupils in a certain direction, thus disrupting
the autonomy and motivation of the pupil for achievement. Nisbet (1990, ac-
cording to Freeman, 2003) suggests to teachers the following methods that
can assist pupils in developing autonomy in learning:
– Talk out Loud – while exploring a problem, the teacher should speak
loudly to understand and hear all pupils, and to adopt and understand
the entire course of work.
– Cognitive Teaching – the teacher demonstrates the entire research pro-
cess. Pupils have the opportunity to see the experiment ‘first-hand,’ on
the right example.
– Discussion – is organized after the experiment has been performed. It
carries out an analysis of the entire research process. Rich in arguments.
– Collaborative learning – pupils present their conclusions to each other.
Cooperative ‘teaching-learning’ interactions are ideal for achieving
higher levels of understanding.
– Socratic Examination – a teacher’s cautious examining, which encour-
ages pupils to express their thought processes and present their own
arguments. The examination is not aimed at acquiring new skills; it in-
structs pupils to use the knowledge they already possess.
In order to contribute to the autonomy of a gifted pupil, Freeman (2003)
recommends asking a simple question, ‘What have you learned today?’
which allows the pupil to recognize and reflect on the learned content. More
systematic scientific research conducted worldwide in this area shows that
there are different predictors that affect those attitudes. Some authors (Tirri,
Tallent-Runnels, Adams, Yuen, & Lau 2002) have found that in cross-cultural
studies it is very important to determine the criteria according to which
teachers’ attitudes differ in different cultures. Studies also show that the ex-
perience of working with gifted pupils, the quality of this experience and the
acquisition of professional competences from the field of gifted education,
acquired during undergraduate studies or by means of a special training,
significantly affect the development of more positive attitudes of teachers
105
