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Cognitive Characteristics and Learning Needs of Economically Disadvantaged Gifted Students

소외계층 영재학생의 인지특성과 학습요구

Park, Minjung;Park, Jiyeon;Jeon, Dongryul;Lee, Kyung-Sook
박민정;박지연;전동렬;이경숙

  • Received : 2015.10.04
  • Accepted : 2016.03.29
  • Published : 2016.03.31

Abstract

This study explored the cognitive characteristics and learning needs of economically disadvantaged gifted students. Gifted students(n=99), economically disadvantaged gifted students(n=43), and non-gifted students(n=50) participated in intelligence and creativity tests, and took self assessments of meta-cognition, epistemological beliefs, learning style preferences, and personal time usage. Superior abstract reasoning ability of economically disadvantaged gifted students was found because their scores on Raven's Test had risen rapidly compared to the other groups. Economically disadvantaged gifted students showed similar high scores as the gifted student on the Torrance Tests of Creativity Thinking-Figural, but not on Verbal. They were found to have a perception of the positive relationships among effort, learning abilities, and values of learning integrated knowledge with a general plan. However, they showed lower meta-cognitive control abilities than the gifted students in learning management and strategies, epistemological beliefs in value of rational operations, and time usage for learning. It is necessary to assign economically disadvantaged gifted students a task with various step by step methods of approach because these students prefer a new and creative task to difficult ones. Instruction plans such as developing language and meta-cognitive abilities and practical application of learning content was proposed.

Keywords

Economically disadvantaged gifted students;abstract reasoning ability;insight;meta-cognitive ability;using diverse and creative tasks

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