engleski

CREATIVITY AS TASK KNOWLEDGE IN GIFTED CHILDREN'S AND ADOLESCENTS' LANGUAGE AND MATHEMATICS EDUCATION

The goal of this research was to provide answers to two important questions: 1) is there an intercultural equivalence of construct of creativity when it is operationalized as creative behaviour, and 2) how can these operationalized behaviours in two chosen domains (language and mathematics) be graded as teaching objectives for gifted children and adolescents. Creativity here is considered the integral part of giftedness displayed as concrete examples of behaviour. Fifteen German ECHA course participants (teachers), 9 Croatian school psychologists and 13 university students rated the set of 313 previously collected behaviours of children and adolescents (e.g. I watch TV ; I write poems – poetry, etc.) on level of perceived creativity and level of dependency of each behaviour on task knowledge. The results show that shared views on what is and what is not creative are practically the same (r = .89), offering guidelines for gifted children's and adolescents' evolving language and mathematics education, as two educationally and interculturally accepted basic domains of competence.

creativity in children and adolescents; knowledge; teaching for creativity; teacher education

Conference held at The Center for the Study of Giftedness (CBO) and the Behavioral Science Institute (BSI) of the Radboud University Nijmegen, at Radboud University Nijmegen, Netherlands.