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PRESCHOOL AND EARLY ELEMENTARY TEACHERS’ READINESS FOR IDENTIFYING GIFTED CHILDREN IN A PEER GROUP

100%
Derwich-Zdybel S.
Szkoła Specjalna
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2016
|
vol. LXXVII(1)
5-16
EN
The article presents the findings of research on preschool and early elementary teachers’ knowledge of gifted students’ psychosocial characteristics and on methods of identifying them in a peer group. First, the Author makes some terminological comments on the gifted student concept and cognate terms, and – based on the literature on the subject - provides a psychosocial description of gifted children and the methods of identifying them. A diagnostic poll was the method used in the research and the participants were surveyed with the survey questionnaire Test on Gifted Education, designed by the Author. The research findings showed that the preschool and early elementary teachers participating in the research rightly saw gifted students as creative and inquisitive individuals with a high IQ on the one hand, and on the other hand, relatively stereotypically, as good, well-behaved students. It should be pointed out that all children – both gifted and non-gifted ones – may have emotional and social problems that may effectively conceal a child’s giftedness; however, the participants – especially the early elementary teachers – seemed to perceive the occurrence of behavior issues among gifted children to a significantly smaller extent, which could reinforce the popular view of gifted children in their opinions. On the other hand, the usefulness of all the methods of identifying gifted students was assessed positively, which could be helpful and favorable for identifying gifted children to later support their development in a broad way.
2
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Psychological perspectives on gifted education – selected problems

80%
Sękowski A., Łubianka B.
Polish Psychological Bulletin
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2015
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vol. 46
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issue 4
624-632
EN
The present article reviews the psychological literature on selected problems of gifted education. It discusses issues which are particularly important from the point of view of the skills and tools used by psychologists, educational specialists, teachers and tutors in their daily work with gifted children and adolescents. The problems described include diagnosis of giftedness in education, types of educational support provided to the gifted, and the requirements placed on teachers of gifted students. A particular emphasis is put on the contemporary research-related and practical challenges faced by gifted support specialists in schools.
3

ДО ПИТАННЯ ПІДГОТОВКИ СТУДЕНТА – МАЙБУТНЬОГО ВЧИТЕЛЯ МАТЕМАТИКИ ДЛЯ РОБОТИ З ОБДАРОВАНИМИ УЧНЯМИ

80%
Пихтар М.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
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issue 5(39)
303-311
EN
The article deals with the ways of improving the training of modern students – future mathematics teachers to work with gifted pupils. Some methodological peculiarities and basic principles of organizing the work at SAS are being discussed in this work as well. It is pointed out that beginning the research, students should move from simple to complex, from identifying and fixing a specific issue to the scientific work, from learning-research to the research activity. The author proposes the multilevel model which is divided into three stages: the first stage – the audience of SAS perform, as a rule, mono study – they study some properties of a particular object within the same topic; the second stage – the applicants of SAS perform learning-research tasks which, as a rule, go beyond one specific topic that is beyond the mono subject research and acquire the overview nature; they are aimed at the gradual involvement of new students to mathematical questions; the third stage – the members of SAS begin the research work on the project under the guidance of the teacher, which requires knowledge of many subtle issues not only in the field of research and gradually takes on the characteristics of holistic scientific activity and ends with the preparation and defense of the thesis at the SAS contest of works. The author defines regulations on research tasks and their structure: pupil’s study must begin either from the textbook, or from classes; formulation of the research problem should not require significant additional training from the pupil; to build a research task for the pupil is more difficult than for the student; material required for the initial work on the problem, is quite easy to access for the pupils. It is stressed that the structure of pupil’s research is similar to a study conducted by an adult scientist and includes the following main stages: the selection and formulation of the problem (the choice of research themes); the hypothesizing, search and offer of possible solutions; the accumulation of material; the summary of findings and preparation of the project; the design of the project; the defense of the project.
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Practical Use of the Eye Camera in Pedagogical Research (Processing of Selected Data Using the Eye Tracking Method)

80%
Škrabánková J.
Acta Technologica Dubnicae
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2016
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vol. 6
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issue 1
70-77
EN
The paper deals with author’s pilot experiments using the eye tracking method for the primary school children examination. This method enables to gain a large amount of research data based on the tested people’s eye movements monitoring. In the paper, there are processed chosen research data of four gifted students’ examination in the context of their mathematical and logical intelligence.
5
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Gifted Students’ Perceptions of Scientists

80%
Ozel M., Dogan A.
The New Educational Review
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2013
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vol. 31
217-228
EN
Despite a high number of studies on students’ images of scientists, there is a lack of research on gifted students’ perceptions of scientists in the research literature. The aim of this study was to investigate gifted students’ perceptions of scientists and stereotypical images of scientists. The participants were 42 gifted students. The Draw-a-Scientist Test (DAST) was used to collect data. The findings demonstrated that gifted students had a variety of stereotypical images of scientists. The findings also showed that students’ drawings included fewer indicators of the stereotypic model on average. The drawings of fourth-grade students included more elements when compared to fifth-grade students’ drawings. As a result, it was found that there are some findings different from previous research. Considering the findings obtained from this study, this study has provided findings for teachers and science educators.
6
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The essence and directions of supplying additional educational services to talented and gifted students

80%
RUDYK Y.
Edukacja-Technika-Informatyka
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2010
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vol. 1
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issue 1
171-173
EN
The theses submitted the substance and direction to provide additional educational services for gifted students in higher educational institutions of Ukraine.
PL
W tezach pokazano istotę i kierunki zapewnienia dodatkowych usług edukacyjnych dla utalentowanych studentów w szkołach wyższych Ukrainy.
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СТВОРЕННЯ СПРИЯТЛИВИХ УМОВ ДЛЯ РОЗВИТКУ ЕЛІТНОЇ ВИЩОЇ ТЕХНІЧНОЇ ОСВІТИ В НІМЕЧЧИНІ

70%
Людмила Ч., Ольга Ч., Ірина Ц.
Педагогічні науки: теорія, історія, інноваційні технології
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2017
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issue 5(69)
65-78
EN
Introduction. The article deals with the historical development of European Elite Higher Engineering education that originates from Roman Empire during Julius Caesar reign. The rank of “Pontific Maximus” that is translated from Latin as “Bridge builder” shows the significance of this profession in elite education of Old Times. Analysis of relevant research. N. Karlov, N. Kudriavtsev, I. Tuieva, O. Vorozheikyna, B. Skoromovskyi, I. Herder, I. Herbart, V. fon Humboldt, V. Harnish considertheissueoffavourableconditionsofHigherTechnicaleducation development in EuropeaswellasEliteHighereducation in Germany. The problem wasn’t paid much attention in terms of Ukrainian pedagogics. AimoftheStudy.Thepurposeofthestudyistoanalyzetheorigin, developmentofHigherEngineeringEducation, itsimportancebothineliteeducationofOldTimesandmodernsystemofeducation, thereasonsoffirstHigherTechnicalestablishmentsformationinEurope, inFranceinparticular, thestudyingprocess in such schoolsandtheirinfluenceon formation of similar Higher schools in Germany. ResearchMethods.Methodsof scientific sources of information analysis, induction and deduction (generalization of information), comparative analysis (the historical aspect) were used in the paper. Results. Atfirst, technicalengineerscreatednewproductsnottakingintoaccountthebasicknowledgeofthisscience. Suchtechnology turned out to be exhausted. The need of qualified elite staff trainings and increasing of classical specialties appeared in post-revolutionary France. But French universities were not successful in renewing the traditional system of Higher education. As the result, the high schools with technical and natural science specialties such as schools of bridges, mining schools appeared. The High Polytechnic School was founded in 1795 and took the leading position among education institutions of new type. Today such schools are of great importance in education system of France not only due to prestigious diploma the students get but also due to development of intellectual and scientific activities. Moreover, the attention is paid to gifted students. The study is focused on the process of choosing the talented students and their entering the elite High School on the competitive basis and high entrance marks. The principle of gifted student selection on the basis of his skills was used in France. The Big Schools scientifically and technically oriented were ruled by several ministries, had three year length of study and gave the diploma of engineer (Diplomed΄Ingenieur). The students entered such schools on the competitive basis after two years of preparatory trainings in mathematics and physics. Conclusions.The polytechnic school in France became the pattern of a new type of higher technical institution which was the separate structural unit in the system of higher education of some countries. Germany in its turn started to create High Polytechnic Schools in the second half of the 19th century. In old traditional German universities technical Sciences almost didn’t take place. From the 18th century education institutions started to develop and later in the next century transformed into High Technical Schools: Munich in 1868, Aachen in 1870, Stuttgart in 1876, Darmstadt in 1877, Berlin in 1879, Dresden in 1890, Danzig in 1904 and Breslau in 1910.
8
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Rozwijanie autonomii ucznia w pracy z uczniem niezwykłym

57%
Pawlak M.
Neofilolog
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2011
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issue 36
301-318
EN
Fostering learner autonomy is undoubtedly one of the most important goals of foreign language education in Poland, which is evidenced by the fact that it has been included in the current national curriculum, it figures prominently in virtually all available syllabi, and modern coursebooks in-clude numerous elements intended to assist its implementation. It should be made clear, however, that the development of an autonomous approach to language learning is by no means an easy task, the success of which is to a large extent dependent on a particular student. Thus, the aim of the present paper is to demonstrate how autonomy can be effectively pro-moted in the case of exceptional learners, both such who are successful and such for whom learning a foreign language poses a formidable challenge.
9

ІСТОРИЧНА РЕТРОСПЕКТИВА ТЕОРЕТИЧНИХ ПОГЛЯДІВ НА ПРОБЛЕМУ ЗДІБНОСТЕЙ

51%
Ушмарова В.
Педагогічні науки: теорія, історія, інноваційні технології
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2015
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issue 2(46)
175-183
EN
The aim of the article is to emphasis the results of theoretical analysis of the problem of abilities and their development in psychological-pedagogical research works. The beginning of scientific research of abilities dates back to the XIX century and is connected with the names of F. Galton, J. Cattel, A. Binet and others. In the beginning of the XX century various theories of intellect appear: bifactor model of intellect by C. Spearman, multifactor theory by L. Thurstone, hierarchical model of intellect by R. Cattel. The counterbalance of multifactor concepts make up one-dimensional models (H. Eysenck). Three most known system theories of abilities in the modern times are a bio-ecological model by S. Cesi, the theory of multiple intellects by H. Gardner and the theory of successful intellect by R. Sternberg. In the second half of the XX century in the foreign psychology biological and cognitive approaches begin to develop. In the domestic science before the beginning of the XX century the research of abilities was at the same level with world science. From the point of view of uncontrolled and massive borrowing and use of «western» concepts of abilities, in 1936 by the decision of the government there was put a ban and scientific researches were stopped. Fundamental developments are started in the 40s of the XX century and are connected with the names of S. Rubinstein, B. Teplov, B. Ananyiev, O. Leontiev, V. Miasischev and others. The biggest spread and recognition was gained by the definition of abilities by B. Teplov as those of individually-psychological specificities which distinguish one person from the other. For contemporary state of research of the abilities problem the distinctive system approach is the one from the position of functional systems (V. Shadrikov). In the modern world the problem of abilities of people is gaining a new topicality and a new meaning in the context of meritocratic education, aimed at the early exposure and creating a special system of education for children with signs of academic, intellectual and social abilities and talent. The subject of the further research is justification of methodological approaches to the problem of improving the readiness of primary school teachers to work with gifted pupils.
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