Page 131 - 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. 131
Didactic Strategies in the Function of Developing Intellectual Talents of Gifted Students
to adopt strategies implied by participatory epistemology and to get more
focused emancipatory aims of learning in higher education teaching. Dis-
course is one of possible ways, at least according to the findings of this re-
search, as a method of instruction in higher education teaching. At it has al-
ready been pointed out, it cannot be considered a universal method, either
from the angle of contents or from the angle of significant cognitive differ-
ences, learning strategies differences, etc.
In our second research (Stojanović et al., 2013), the possibilities of innovat-
ing teaching and learning strategies at the higher education level have been
analysed by examining the application of the discourse method. The sam-
ple consisted of 564 students from the University of Belgrade. Main question
of this research was about how consistent the cognitive and learning styles
are with the discourse method. In this context, the method of discourse, that
is, its effectiveness depends on the cognitive and learning styles, and within
that, from the formed learning strategies, in order to answer the question
about the possibilities and effects of using discourses as a method of teach-
ing in higher education. The thesis about the influence of learning style on
the acceptance of discourse as a method in higher education was tested,
which examined the question of the efficiency factor of the method of dis-
course, its motivational and cognitive aspect, and the ways in which higher
education didactics are trying to contribute to a more complete self-reflexive,
self-directed learning towards self-changes in order to secure freedom per-
sonality performance.
It turned out that students who express satisfaction with discourse and
have cognitive reactions in learning and teaching situations that are in the
discourse (creative approaches to problem solving, flexible, creative, non-
grammatical thinking in discussions on the issues being discussed, openness
to different ideas, tolerance of uncertainty, initiative, risk readiness) as rea-
sons for satisfaction: the possibilities of exploration, independence, freedom,
etc., and manifest success in the form of creative cognitive reactions.
It was noted that discourse as a method corresponds to most gifted stu-
dents (whose average in studies is over 9.00). But, at the same time, the ma-
jority of the students do not present self-organized learning leading to in-
tellectual autonomy. They do not have ability to observe the reading text in
whole as a characteristics of learning style, posting questions after text, syn-
thesizing, comparing with other ideas, placing them in a real context-finding
a case, searching for better ways to present content, re-writing ideas, ques-
tions about the ways of an easier way to learn something, learn, critically
review, evaluate their own strategies, etc. Their metacognitive components
129
to adopt strategies implied by participatory epistemology and to get more
focused emancipatory aims of learning in higher education teaching. Dis-
course is one of possible ways, at least according to the findings of this re-
search, as a method of instruction in higher education teaching. At it has al-
ready been pointed out, it cannot be considered a universal method, either
from the angle of contents or from the angle of significant cognitive differ-
ences, learning strategies differences, etc.
In our second research (Stojanović et al., 2013), the possibilities of innovat-
ing teaching and learning strategies at the higher education level have been
analysed by examining the application of the discourse method. The sam-
ple consisted of 564 students from the University of Belgrade. Main question
of this research was about how consistent the cognitive and learning styles
are with the discourse method. In this context, the method of discourse, that
is, its effectiveness depends on the cognitive and learning styles, and within
that, from the formed learning strategies, in order to answer the question
about the possibilities and effects of using discourses as a method of teach-
ing in higher education. The thesis about the influence of learning style on
the acceptance of discourse as a method in higher education was tested,
which examined the question of the efficiency factor of the method of dis-
course, its motivational and cognitive aspect, and the ways in which higher
education didactics are trying to contribute to a more complete self-reflexive,
self-directed learning towards self-changes in order to secure freedom per-
sonality performance.
It turned out that students who express satisfaction with discourse and
have cognitive reactions in learning and teaching situations that are in the
discourse (creative approaches to problem solving, flexible, creative, non-
grammatical thinking in discussions on the issues being discussed, openness
to different ideas, tolerance of uncertainty, initiative, risk readiness) as rea-
sons for satisfaction: the possibilities of exploration, independence, freedom,
etc., and manifest success in the form of creative cognitive reactions.
It was noted that discourse as a method corresponds to most gifted stu-
dents (whose average in studies is over 9.00). But, at the same time, the ma-
jority of the students do not present self-organized learning leading to in-
tellectual autonomy. They do not have ability to observe the reading text in
whole as a characteristics of learning style, posting questions after text, syn-
thesizing, comparing with other ideas, placing them in a real context-finding
a case, searching for better ways to present content, re-writing ideas, ques-
tions about the ways of an easier way to learn something, learn, critically
review, evaluate their own strategies, etc. Their metacognitive components
129
