مهارات التفكير المستقبلي لدى الطلبة الموهوبين وغير الموهوبين : دراسة مقارنة = Future Thinking Skills among Gifted and Non-Gifted Students : A Comparative Study

2018 ◽  
Vol 8 (23) ◽  
pp. 57-67
Author(s):  
محمد مفضي الخلف الدرابكة
Keyword(s):  
Comparative Study ◽  
Gifted Students ◽  
Thinking Skills ◽  
Future Thinking

scholarly journals Peran Pemahaman Karakteristik Siswa Cerdas Istimewa Berbakat Istimewa (Cibi) dalam Merencanakan Proses Belajar yang Efektif dan Sesuai Kebutuhan Siswa

Humaniora ◽  
2011 ◽  
Vol 2 (1) ◽  
pp. 269
Author(s):  
Dwi Kencana Wulan
Keyword(s):  
Learning Process ◽  
Gifted And Talented ◽  
Group Discussion ◽  
Gifted Students ◽  
Thinking Skills ◽  
Accelerated Program ◽  
Effective Learning ◽  
Emotional Aspects ◽  
Talented Students ◽  
Different Characteristics

This study focused on the importance of the process to understand the characteristics of Gifted and talented students (CIBI) with special needs, in planning and implementing effective learning process that will be able to facilitate the development of student’s ability optimally. The reseach samples are teachers of acceleration class in one of government senior high school (X) in Bekasi West Java. Data collection was done through the method of Focus Group Discussion (FGD) and interviews. The data  indicate, in general,  teachers have learned  hat gifted and talented students have different characteristics in thinking skills than other students have in general.  However, this has not been followed by  the planning and delivering an appropriate learning process that met the gifted students’ needs. It appears that an accelerated program for gifted students only facilitates the development of cognitive aspect and accelerates the delivery of appropriate curriculum materials provided, while the socio-emotional aspects of students have given less attention. 

Programming with Scratch in primary school, indicators related to effectiveness of education process and analysis of these indicators in terms of various variables

2019 ◽  
Vol 35 (3) ◽  
pp. 237-258
Author(s):  
Hatice Yildiz Durak ◽  
Tolga Guyer
Keyword(s):  
21St Century ◽  
Computer Technology ◽  
Primary Schools ◽  
Gifted Students ◽  
Internet Access ◽  
Thinking Skills ◽  
Age Group ◽  
Programming Education ◽  
Individual Project ◽  
Education Process

Since programming processes involve different thinking skills and different fields of knowledge, it is especially important for children to acquire 21st-century skills. Even though the programming education activities are being intensively applied, it can be said that there is a gap in quantitative researches supporting the effort to reveal the direct or indirect effectiveness of the learning–teaching processes for the programming education. This study, which was done to fill this gap, aims to examine the degree to which students learn programming concepts (PC) and to identify effective variables in that process with a developed curriculum for gifted students studying in the second–third–fourth grade in primary schools. For this purpose, a 15-week application was carried out and each student developed an individual project. In the study, a criterion list, observation forms and peer evaluations were used based on PC to examine projects and learning process. The scores obtained from these tools were used to examine the application of each participant, to comment on the effective variables and the adequacy of the teaching process. The evidence from this study intimates that female participants obtained higher scores than male ones in programming education. Those scores are higher in 9 and 10 age group of students than others. Those who haven’t had Internet access, who have never used computer or have had access to Internet as well as who haven’t had any computer courses had lower scores than others. The upshot of this is that previous computer technology experiences of students may have affected the scores obtained programming education process.

A Secondary School Journey: Programming for Gifted Students at a Catholic High School in Canada

1997 ◽  
Vol 12 (2) ◽  
pp. 72-76 ◽  
Author(s):  
Janice A Leroux
Keyword(s):  
Secondary School ◽  
Gifted Students ◽  
Self Esteem ◽  
Thinking Skills ◽  
Catholic High School ◽  
Personal Learning ◽  
Higher Level Thinking ◽  
Self Image ◽  
Catholic Secondary School ◽  
High Ability Students

At a French Catholic Secondary School in Ottawa, Ontario Canada, a year long study was carried out to determine the academic and social development of high ability students in a congregated class. Students reported the importance of teachers as a source of interest and inspiration in educational outcomes. Teachers' attempts to help students gain a realistic self-image resulted in some lowering of self-esteem by some students, while questioning of their use of higher abilities helped some students reach a new level of wisdom and personal learning. The need for greater challenges to student higher level thinking skills, more use of mentors and enhanced sense of social responsibility among gifted students were indicated in the study.

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