8/12/2023 0 Comments Gifted student gifted clipartSuch investigations also provide opportunities for students to capitalise on their creative traits to make connections among existing ideas to solve novel problems. This state of affairs conflicts with the research on inquiry-based approaches that have shown the benefits for gifted students in undertaking investigations into ill-defined problems. Although inquiry/enquiry learning is strongly advocated in policy, research evidence suggests that it is rarely adopted in mainstream classes. Gifted students are curious, but opportunities to exploit their curiosity in formal classrooms are rare. The attribute generating this energy has been described as epistemic curiosity or the need to know-why is it so? All these theories more or less coalesce and explain the desire for gifted students to engage at length and in depth with complex integrated problems. This conception is analogous to the work of other theorists, for example, Alex Luria ( 1966), who identified aspects of intellectual functioning termed ‘attention/arousal’, and Csikszentmihalyi ( 2002) who conceptualised the notion of ‘flow’ to represent a state of concentration or complete absorption in a task. In his three-ring conception of giftedness, Renzulli ( 1986) highlights task commitment, defined as the energy brought to bear on a particular task, as one important attribute of giftedness. Gagné ( 2013) incorporates ‘needs, interests, and passion’ as motivational catalysts and psychological energy as a driver for talent development in his Differentiated Model of Giftedness. Interest, curiosity, or a passion-to-know feature in many models of giftedness.
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