Page 127 - 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. 127
Didactic Strategies in the Function of Developing Intellectual Talents of Gifted Students
i.e. its motivational and cognitive aspect, considering the modus higher ed-
ucation didactics has tried to give its contribution to more complete self-
observation and self-reflective, self-guided learning leading to self-changes
ensuring freedom of person’s actions according to contemporary philosoph-
ical discussions aiming to create expected competences and desirable in
working in social context today.
We assumed that cognitive reactions of students within a discourse reflect
cognition elements relevant for creative approaches to problem solving, flex-
ible, creative, non-dogmatic thinking, as well as ability to accept pluralism of
ideas.
The research was undertaken on the sample of 207 students. The indepen-
dent variable is a discourse as a method of instruction in higher education
teaching, and the dependent variables refer to the following: satisfaction
with the discourse; cognitive reactions of students; success expressed by the
number of points. The method of systematic non-experimental observation
was used in the research. Manipulation of variables in order to change them
on purpose was not carried out, but statistic replacements were undertaken
through statistic analyses for experimental controls.
The following statistic procedures were used: the correlation between the
set of variables representing the aspects of satisfaction with a discourse and
the number of points was examined according to linear regression analyses,
i.e. stepwise method; factor analysis of the aspect of satisfaction with a dis-
course was carried out according to the method of categorical principal com-
ponent analysis; factor analysis of the reactions appearing in the discourse
was undertaken according to the categorical principal components analysis
method; the link between the set of variables referring to satisfaction with a
discourse and the set of variables referring to the reactions in the discourse
was studied according to the canonical correlation analysis; hierarchical clus-
ter analysis of the variables from the domain of satisfaction with a discourse
was carried out through the between-groups linkage method; the hierarchi-
cal cluster analysis of the variables from the domain of reactions appearing
in a discourse was done in the same way, i.e. using the method of between-
groups linkage. Quadrate Euclidian Distance was used as a cluster distance
measure.
Cluster analysis of the satisfaction with a discourse and cognitive reactions
appearing in a discourse was carried out in 29 stages (Table 1). According to
the table it can also be seen that, for example, at the first stages the variables
possibility for taking part in research work and discovery of new ideas were con-
nected in one cluster.
125
i.e. its motivational and cognitive aspect, considering the modus higher ed-
ucation didactics has tried to give its contribution to more complete self-
observation and self-reflective, self-guided learning leading to self-changes
ensuring freedom of person’s actions according to contemporary philosoph-
ical discussions aiming to create expected competences and desirable in
working in social context today.
We assumed that cognitive reactions of students within a discourse reflect
cognition elements relevant for creative approaches to problem solving, flex-
ible, creative, non-dogmatic thinking, as well as ability to accept pluralism of
ideas.
The research was undertaken on the sample of 207 students. The indepen-
dent variable is a discourse as a method of instruction in higher education
teaching, and the dependent variables refer to the following: satisfaction
with the discourse; cognitive reactions of students; success expressed by the
number of points. The method of systematic non-experimental observation
was used in the research. Manipulation of variables in order to change them
on purpose was not carried out, but statistic replacements were undertaken
through statistic analyses for experimental controls.
The following statistic procedures were used: the correlation between the
set of variables representing the aspects of satisfaction with a discourse and
the number of points was examined according to linear regression analyses,
i.e. stepwise method; factor analysis of the aspect of satisfaction with a dis-
course was carried out according to the method of categorical principal com-
ponent analysis; factor analysis of the reactions appearing in the discourse
was undertaken according to the categorical principal components analysis
method; the link between the set of variables referring to satisfaction with a
discourse and the set of variables referring to the reactions in the discourse
was studied according to the canonical correlation analysis; hierarchical clus-
ter analysis of the variables from the domain of satisfaction with a discourse
was carried out through the between-groups linkage method; the hierarchi-
cal cluster analysis of the variables from the domain of reactions appearing
in a discourse was done in the same way, i.e. using the method of between-
groups linkage. Quadrate Euclidian Distance was used as a cluster distance
measure.
Cluster analysis of the satisfaction with a discourse and cognitive reactions
appearing in a discourse was carried out in 29 stages (Table 1). According to
the table it can also be seen that, for example, at the first stages the variables
possibility for taking part in research work and discovery of new ideas were con-
nected in one cluster.
125
