engleski

Creativity as task knowledge in gifted children's and adolescents' language and mathematics education

The goal of this research was to provide answers to two important questions: 1) is there an intercultural equivalence of construct of creativity when it is operationalized as creative behaviour, and 2) how can these operationalized behaviours, in two chosen domains (language and mathematics) be graded as teaching objectives for gifted children and adolescents, based on the rated level of complexity of creative behaviours as dependent on task knowledge. Fifteen ECHA course participants, 9 school psychologists and 13 students participated in this study. The results show that interculturally shared views on what is and what is not creative are practically the same, offering insight and guidelines for gifted children's and adolescents' language and mathematics education, as two interculturally agreed upon and educationally accepted basic domains of competence.

creativity in children and adolescents; knowledge; teaching for creativity; teacher education

Diplomski rad na specijalističkom studiju. A Diploma paper submitted to the Internationales Centrum für Begabungsforschung (ICBF) at Westfällische Wilhelms-Universität Münster in Partial Fulfillment of the Requierements for the Degree of ECHA Diplom: Specialist in Gifted Education, a program executed by the Center for the Study of Giftedness (CBO) at the Radboud University Nijmegen, Netherlands, in collaboration with ICBF under the auspices of the European Council for High Ability (ECHA)