Naslov
Domain specificity and continuum in education for creativity in gifted children and adolescents

Autori
Rački, Željko

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
EUROPEAN Council for High Ability. International conference (14 ; 2014 ; Ljubljana) Rethinking giftedness : giftedness in the digital age : programme and abstract book. / Juriševič, Mojca - Ljubljana : Pedagoška fakulteta Univerze v Ljubljani, 2014, 116-117

ISBN
978-961-253-158-4

Skup
14th International ECHA Conference

Mjesto i datum
Ljubljana, Slovenija, 17.09.2014. - 20.09.2014

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
kreativnost
(creativity)

Sažetak
The paper deals with partial domain specificity of creative behaviors and how their characteristics affect educational efforts and giftedness theory. When creative-productive giftedness is operationalized as observable activities to involve children in, clear guidelines for instruction can be set according to the domains of creativity. This research aims to present creativity as a continuum of clearly stated behaviors, partially domain specific, and weakly hierarchically organized. In the period from 2006. to 2014. children and adolescents (aged 6 – 15 ; N = 671) listed behaviors they engaged in in extracurricular time. Their converging list was supplemented through extensive ongoing research. A list of behaviors was compiled, covering broad range of activities (informatics, research, robotics, mathematics, drawing, painting, sculpting, drama, etc.). The focus of this research was on these productive behaviors. Psychology students categorized individually presented behaviors into as many groups they wanted according to their implicit theories of creativity content. Factor analysis resulted in distinct domains of creativity, each consisting of activities (behaviors), subsequently graded on number of characteristics. Behaviors were rated on how indicative for creativity (i.e. in what extent does the teaching staff (artists, scientists, teachers, school psychologists) consider each behavior as a sign of creativity in children), how much knowledge is needed, how dependent on intelligence, how much effort is needed for each behavior etc., altogether on eleven theoretically relevant characteristics (rater α's >.9). Implicit structure of creative behaviors, number of types of activities, number of domains, and continuity of behaviors according to the complexity within domains, were assessed. In an attempt to evaluate creativity defined and graded as behaviors, teaching objectives were discovered, creating a useful taxonomy of creativity as domain specific teaching ideas for educational work on development of creative-productive giftedness.

Izvorni jezik
Engleski

Znanstvena područja
Psihologija

POVEZANOST RADA