Factors Associated with Underachievement and Overachievement of Intellectually Gifted Children

Karnes, Merle B.; McCoy, George F.; Zehrbach, R. Reid; Wollersheim, Janet P.; Clarizio, Harvey F.; Costin, Lela B.; Stanley, Lola S.

doi:10.1177/001440296102800401

Cited by 27 publications

(19 citation statements)

References 13 publications

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“…These skills, according to our participants, include the ability to consider multiple perspectives and "… think of things in different ways… and reasoning better" (R). These responses are consistent with the process-oriented view of creativity that emphasizes the cognitive aspects of creativity, like analysis and divergent thinking (e.g., Karnes et al 1961). The remaining components of the process-oriented view on creativity (Lubart 2000)problem finding and synthesis of information (e.g., Guilford 1977)-are discussed by our study's participants when they explain the role of problem solving and web design in the creative process.…”

Section: Discussionsupporting

confidence: 83%

“…Lubart (2000) summarizes the research efforts on cognitive sub-processes that are seen as crucial to creativity potential: (a) problem finding, formulation and redefinition (e.g., Subotnik 1988;Jonassen 2000), (b) analysis and divergent thinking (e.g., Karnes et al 1961), and (c) synthesis and convergent thinking (e.g., Guilford 1977). A more recent approach to identify the cognitive processes and structures involved in creative thinking is the so-called Geneplore model (Finke et al 1992).…”

Section: Creativity Instructionmentioning

confidence: 99%

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Preservice teachers’ perspectives on the definition and assessment of creativity and the role of web design in developing creative potential

Antonenko

Thompson

2009

Educ Inf Technol

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This empirical study explores the perspectives of eight preservice teachers on the meaning and assessment of creativity and the role of web design in developing creative potential. Data sources included eight semi-structured interviews analyzed by three independent raters, web design checklists, and interviewer's notes. Five themes emerged from participant responses during data analysis: a) definition of creativity, b) assessment of creativity, c) creativity and instructional strategies, d) creativity and problem solving, and e) creativity and web design. Web design is viewed as a process of ill-structured problem solving that educators can integrate in the curriculum to link content knowledge with the construction of a tangible product. Each of the web design steps, according to these preservice teachers, is important in developing and realizing the creative potential because they require comprehension, analysis, synthesis, application, and evaluation skills to create a unique product.

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Section: Discussionsupporting

confidence: 83%

Section: Creativity Instructionmentioning

confidence: 99%

Preservice teachers’ perspectives on the definition and assessment of creativity and the role of web design in developing creative potential

Antonenko

Thompson

2009

Educ Inf Technol

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“…It is unavoidable to go through a certain amount of non-creative learning before being able to make any new connection or embark on understanding a topic. At the same time, noncreative learning is not enough, as understanding is fundamental for the cognitive and cultural development of children and young people (Ferrari et al, 2009).Teachers who are amenable to change and who model divergent thinking themselves seem the most effective in stimulating creativity in students (Karnes et al, 1961). Besides using individual assignments to stimulate creativity, teachers should provide opportunities for students to participate in group activities (Davis, 1991).…”

Section: Cel and Creativitymentioning

confidence: 99%

Using Cooperative E-Learning Teaching Strategy to Enhance Students’ Creativity in Secondary School Biology: A Study of Selected Schools in Nakuru County, Kenya

Orora¹,

Keraro²,

Wachanga³

2014

International Journal of Education and Practice

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Creativity and innovation are among the key pre-requisites for industrialization. One of the key defining features of the 21st century is the use of information communication technologies (ICTs) International Journal of Education and Practice 2014 Vol. 2, No. 6, pp. 137-146 ISSN(e): 2310-3868 ISSN(p): 2311-6897 DOI: 10.18488/journal.61/2014.2.6/61.6.137.146 © 2014 Contribution/ OriginalityCreativity is a key pre-requisite in any meaningful learning process. It enhances a learner's capacity to develop a deeper understanding of scientific phenomena. Science educators, therefore, need to develop approaches that can be used to enhance creativity in lessons. Information communication Technologies (ICTs) have become key features in the teaching and learning of science. The findings of the current study demonstrate that Cooperative E-Learning (CEL) teaching strategy is an innovative strategy that has the capacity to enhance learners' creativity in biology lessons.

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“…Many authors note that intragroup differences of gifted children are not so essential to make it impossible to transfer strategies and teaching methods to different groups of gifted people. That is, programs developed for healthy gifted children are also applicable in teaching children who have sensory or physical disabilities [6]. It is much more important to recognize the fundamental inapplicability of programs for secondary students in the practice of working with gifted children because of their excessive standardization, traditionality, limitations in various frameworks (including age) and, at times, conservatism.…”

Section: Introductionmentioning

confidence: 99%

Educational Technologies in Work with Gifted Students

Ивлева¹

2017

Proceedings of 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017)

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Abstract-This paper considers the most popular, optimal and effective programs for the education and development of gifted children from the point of view of achieving the set goals. This article substantiates the relevance of such work and reviews the state of research in this area. The use of the technological approach has allowed solving the problem of creating the typology of extremely diverse forms and types of analyzed programs, referring to their underlying learning models, which include the learning objectives, the method of instruction, the forms in which it is implemented, instructional techniques and specific instructional methods. Special attention is paid to the study of the importance of a teacher in the implementation of such programs. The paper specifies tasks of the teacher and the criteria for their selection, the role models with reference to which the collaboration between parents and teachers can be built on. Finally, the paper presents the list of the most interesting programs as a result of studying the technological principles of certain concept representatives and the means that they actually use in the process of teaching and educating gifted children.

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Factors Associated with Underachievement and Overachievement of Intellectually Gifted Children

Cited by 27 publications

References 13 publications

Preservice teachers’ perspectives on the definition and assessment of creativity and the role of web design in developing creative potential

Preservice teachers’ perspectives on the definition and assessment of creativity and the role of web design in developing creative potential

Using Cooperative E-Learning Teaching Strategy to Enhance Students’ Creativity in Secondary School Biology: A Study of Selected Schools in Nakuru County, Kenya

Educational Technologies in Work with Gifted Students

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