Pregled bibliografske jedinice broj: 885289
Didactic strategies in work with gifted pupils - teaching process analysis
Didactic strategies in work with gifted pupils - teaching process analysis // Giftedness and creative approaches to learning / Prtljaga, Jelena (ur.).
Vršac: Visoka škola za strukovne stidije Mihailo Palov, 2017. str. 54-55 (predavanje, međunarodna recenzija, sažetak, znanstveni)
CROSBI ID: 885289 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Didactic strategies in work with gifted pupils - teaching process analysis
(DIDACTIC STRATEGIES IN WORK WITH GIFTED PUPILS – TEACHING PROCESS ANALYSIS)
Autori
Kolak, Ante
Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni
Izvornik
Giftedness and creative approaches to learning
/ Prtljaga, Jelena - Vršac : Visoka škola za strukovne stidije Mihailo Palov, 2017, 54-55
ISBN
978-86-7372-245-0
Skup
Giftedness and creative approaches to learning
Mjesto i datum
Vršac, Srbija, 30.06.2017
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
didactics of the gifted, didactic strategies, pedagogic relation, teaching communication symmetry.
Sažetak
The paper dealing with pedagogy of the gifted is oriented towards the field of didactics of the gifted. The aim was to observe the teaching oriented towards the work with the group of gifted students, after identification process grouped according to age and pupils’ achievements. Selection of didactic strategies in the work with gifted students relied on George’s aims in enrichment planning including contents broader the curriculum, exposure to a whole range of various topics, participation of pupils in the selection of contents, high level of content complexity, creative thinking, as well as problem solving ability and motivation. Observation of teaching in the chosen sample of students attending primary school and a class with grouped gifted students was carried out according to three research question. The first question related to the analysis of the teaching process was focused on the model of differentiation of educational tasks, according to categorization of thinking processes according to depth, complexity and inventiveness (Kaplan’s model). The second research question refers to the analysis of thinking processes and emotional processes in the teaching process. The observed thinking processes in development of creativity in the teaching process were oriented towards fluency, flexibility, originality, elaboration, while emotional processes were directed towards risk taking, complexity and imagination. The third research question referred to examination of the relationship between a teacher and a pupil through the aspect of symmetry, i.e. asymmetry of teaching communication, as well as positioning of the gifted pupil in the observed relationship.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija
