Page 125 - 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. 125
Didactic Strategies in the Function of Developing Intellectual Talents of Gifted Students
to open their own critical thinking according to pedagogic approach. At-
tempts to empirically validate some aspects of the previous didactic strate-
gies views, in the function of developing the intellectual abilities of gifted
students, were carried out in research that is briefly presented.
Research Methodological Framework
In one of our surveys (Gojkov, Stojanović, & Gojkov-Rajić, 2015) relevant to
the subject, the hypothesis about the significance of certain didactic strate-
gies for the development of metacognitive and creative competences, i.e.
the encouragement of the intellectual autonomy of gifted students learn-
ing, were checked. The hotimical sample was made by 112 students of mas-
ter studies at the Faculty of Philosophy in Serbia – Department of Pedagogy,
whose average in studies is over 9.00, which they achieved in academic gift-
edness.
The method of systematic non-experimental observation and assessment
scale was used. Students assessed the degree of presence of these strategies,
methods or procedures during the studies courses, and how much the learn-
ing and teaching strategies used during classes, exercises, seminar exercises,
as well as contribution to the development of competences. Students were
given the choice of didactic strategies, methods and procedures. Among 52
methods, 30 are found related to problem learning, creative approaches to
learning, critical autonomy, and so on. On the other hand, on the list of 35
competences, 30 are found related to self-thinking and represent elements of
critical thinking. Findings present and indicate realization of intellectual au-
tonomy of gifted students (DSKDS-1 - Didactic Strategies and Competences
of Gifted Students). The Cronbach Alpha coefficient was 0.975, indicating a
high reliability of the instrument.
The accessibility of didactic strategies and methods in higher education
(lectures, exercises, seminars, consultations . . .) to gifted students will be dis-
tinguished in the presentation of the findings. Gifted students have shown
greater need for the following methods: research method, interpretation,
evaluation, academic presentation, practical work, creating new ideas, find-
ing new procedures, self-reflexive learning, storming ideas, comparisons, in-
teractive learning, self-organized learning, learning by discovery, problem
learning, comparing data, problem presentation, formulating concepts, sum-
marizing ideas, asking questions, finding examples on the Internet and in
literature, written works, providing interesting details, explaining attitudes,
discussing a topic, conflicting opinions, discussing pre-set problems. It has
been shown that students highly value the accomplished competences re-
123
to open their own critical thinking according to pedagogic approach. At-
tempts to empirically validate some aspects of the previous didactic strate-
gies views, in the function of developing the intellectual abilities of gifted
students, were carried out in research that is briefly presented.
Research Methodological Framework
In one of our surveys (Gojkov, Stojanović, & Gojkov-Rajić, 2015) relevant to
the subject, the hypothesis about the significance of certain didactic strate-
gies for the development of metacognitive and creative competences, i.e.
the encouragement of the intellectual autonomy of gifted students learn-
ing, were checked. The hotimical sample was made by 112 students of mas-
ter studies at the Faculty of Philosophy in Serbia – Department of Pedagogy,
whose average in studies is over 9.00, which they achieved in academic gift-
edness.
The method of systematic non-experimental observation and assessment
scale was used. Students assessed the degree of presence of these strategies,
methods or procedures during the studies courses, and how much the learn-
ing and teaching strategies used during classes, exercises, seminar exercises,
as well as contribution to the development of competences. Students were
given the choice of didactic strategies, methods and procedures. Among 52
methods, 30 are found related to problem learning, creative approaches to
learning, critical autonomy, and so on. On the other hand, on the list of 35
competences, 30 are found related to self-thinking and represent elements of
critical thinking. Findings present and indicate realization of intellectual au-
tonomy of gifted students (DSKDS-1 - Didactic Strategies and Competences
of Gifted Students). The Cronbach Alpha coefficient was 0.975, indicating a
high reliability of the instrument.
The accessibility of didactic strategies and methods in higher education
(lectures, exercises, seminars, consultations . . .) to gifted students will be dis-
tinguished in the presentation of the findings. Gifted students have shown
greater need for the following methods: research method, interpretation,
evaluation, academic presentation, practical work, creating new ideas, find-
ing new procedures, self-reflexive learning, storming ideas, comparisons, in-
teractive learning, self-organized learning, learning by discovery, problem
learning, comparing data, problem presentation, formulating concepts, sum-
marizing ideas, asking questions, finding examples on the Internet and in
literature, written works, providing interesting details, explaining attitudes,
discussing a topic, conflicting opinions, discussing pre-set problems. It has
been shown that students highly value the accomplished competences re-
123
