Is an academic journal which seeks to promote the international dissemination of relevant theoretical and empirical research, as well as methodological proposals in the areas of specialization within giftedness and talent.
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Un programa de intervención para alumnos de altas capacidades en la ESO
A nova lexislación educativa é o punto de partida deste traballo. O propósito é ofrecer información sobre instrumentos estandarizados usados para a identificación e, máis concretamente, ferramentas para a intervención con alumnos superdotados de Educación Secundaria Obrigatoria na aula. Trátase tamén que tales estudiantes consigan completa integración social e escolar e óptimo desenvolvemento. Preséntase elaboración de materiais e algunhas orientacións educativas en diferentes disciplinas: Tecnoloxía, Ciencias Naturais e Matemáticas a través de unidades didácticas que poden ser utilizadas como modelo para profesores. E finalmente, o programa de enriquecemento inclue datos e resultados da súa avaliación. The new educational legislation is the start point for this study. The aim is to offer information about used standardised instruments for identifying and, more specifically, tools for dealing with gifted secundary compulsory education pupils into the classroom. It also tries that such students achieve full social and scholary integration and optimum development. We propose making of materials and some educational orientations in different disciplines: Technology, Science and Mathematics through units of work which can be uses as model for teachers. And finally, the program of enrichment includes data and results of its evaluation.
Desmotivacion academica del alumno superdotado
Os rapaces/as con sobredotación ou, mellor aínda, con execucións excepcionais, semellan ter, segundo recolle a literatura, unha gran persistencia na tarefa, un gran afán de logro e de superación. Sen embargo, en algunhas ocasións, atopámonos cuns resultados escolares que, en absoluto, van acordes con tal afirmación. Ademáis é fácil que, debido ás características do proceso educativo o do sistema de ensino, se aburran en clase e se cansen, o que lles leva a unha desmotivación xeral. A superdotación non asegura por sí mesma un éxito académico ou creativo.Hai riscos e presións que acompañan á capacidade superior e que desvían potencialmente, o alto logro, por medio de patróns de defensa e de evasión. A hora de determinar cales son os ámbitos nos que o alumno/s corre o perigo de pasar dun logro superior a un baixo logro, parece ser que a casa, o colexio e o seu grupo de pares, son os principias contextos a considerar. Gifted children, or better still, children with exceptional performance seem to have, as the literature indicates, a hight level of task commintment and desires to excel. Nevertheless, sometimes the academic results contradict this statement. Besides, due to the nature of the educational process and the teaching system, they often get bored and tired in class, which lead them to a general lack of motivation. Giftednes does not in itself guaranted creative or academic success. There are risks and pressures that accompany superior ability and that might redirect high achievement, towards deffensive patterns. To determinate in which enviroments the children are at risk to becaming underachievers, it seems that home, schoiol and peers are the principal contexts to be considered.
Diferencias en creatividad (insight) entre alumnos más capaces
Este estudio examina as diferencias en creatividade (insight) entre tres grupo de alumnos máis capaces en educación primaria. Estos tres grupos de alumnos foron seleccionados dentro dunha mostra de 1255 alumnos usando a valoración dos profesores e as puntuacións de dous test de intelixencia, o test Factor “g” de Cattell e o Sternberg Triarchic Abilities Test (STAT, nivel E). O primeiro grupo (n=36) está formado polos alumnos que alcanzaron unha puntuación por encima do percentil 90 en ambos tests de intelixencia. O segundo grupo (n=74) está composto por alumnos cunha puntuación por encima do percentil 90 no test Factor “g”, pero por debaixo do percentil 90 no STAT. O terceiro grupo (n=40) está formado por alumnos que obtiveron altas puntuacións no STAT, pero algo máis baixas no Factor “g”. Para medi-la creatividade, usouse a proba de insight de Davidson e Sterberg (1984). Os resultados indican que os grupos 1 e 3 con puntuacións altas no STAT son máis creativos que o grupo 2, que alcanzaron puntuacións máis baixas no Factor “g”. This study examines differences in creativity (insight) among three groups of more-able elementary pupils. The three groups of more-able pupils were selected from a wide sample of 1255 students using teacher assessment and the scores from two intelligence tests, the Cattell Factor “g” test and the Sternberg Triarchic Abilities Test (STAT, type L). The first group (n = 36) is made up of subjects who achieved a score above 90 percent on both intelligence tests. The second group (n = 74) is composed of students who scored higher than 90 percent on the Factor “g” test, but lower than 90 percent on the STAT. The third group (n = 40) is made up of students achieving high scores on the STAT, but somewhat lower on the Factor “g”. To measure creativity, the insight tasks of Davidson and Sternberg (1984) are used. The results indicate that groups 1 and 3 with the highest scores on the STAT appeared more creative than group 2, who achieved the lowest scores n the Factor “g”.
Creatividad, superdotación y estilos de aprendizaje: hacia un modelo integrador
O obxectivo do traballo consiste en analizar diferentes modelos sobre creatividade e propoñer algunhas liñas para traballala na aula ordinaria. En primeiro lugar, comentamos as teorías xa clásicas de Guilford e Torrance, por ser dúas teorías utilizadas actualmente por Renzulli, nos seus programas para alumnos para desenvolver e favorece-los procesos creativos. En segundo lugar, presentamos, desde a perspectiva cognitiva, o modelo de Treffinger sobre a interacción entre a creatividade e os estilos de aprendizaxe e o de Sternberg sobre a superdotación creativa. En terceiro lugar, estudiamos a proposta de Perkins sobre o pensamento inventivo e as implicacións educativas que se derivan do mesmo. En cuarto lugar, recollemos a teoría de De Bono e a importancia que teñen para favorecelo desenvolvemento do pensamento lateral dentro do contexto escolar. En quinto lugar, propoñemos un modelo sobre a evaluación da creatividade desde os primeiros niveis instruccionais. Finalmente planteamo-las liñas xerais do noso programa de creatividade orientado á mellora de procesos e habilidades creativas para alumnos superdotados ou máis capaces dentro da aula ordinaria. The objetive of the work is based on analyze different models about vreativity and suggests several guidelines to develop it in tehe regular clasroom. Fisrtly , we comment the classic theories of Guilford and Torrance because both of them are currently used by Renzulli in his programs for gifted children to develop. Their creative processes programs for gigted children to develop their creativity (or creative processes). Secondly, we analyze the cognitive perspective the Treffinger´s model about interaction between creativity and learning styles and Sterberg´s model about creative highly gifted. In third place, we study Perkins proposal about inventive thinking and educational consequences derived from it. In fourth place, we present De Bono is theory and its importance to estimulate the develompment of lateral thinking within school enviroment. In fifth place, we propose a model about assesment of creativity since first educational levels. Finally, we set out general guidelines of our creativity programs oriented to the improvement of processes and skills os children or more able in the regular classroom.
Estudio de tres modelos de creatividad: criterios para la identificacion de la produccion creativa
O propósito deste traballo é analiza-los diferentes compoñentes e subcompoñentes integrados na producción creativa. Revisáronse tres modelos de creatividade co fin de explicar as relacións entre estes compoñentes e o papel que xogan no desenvolvemento da creatividade. A interacción dos compoñentes cognitivos, personais e situacionais, marca as diferencias entre un suxeito con capacidade intelectual alta e un suxeito creativo. A creatividade debe ser considerada como un talento específico e, polo tanto, os seus componentes deberán ser incorporados no proceso de identificación de alumnos superdotados, para a súa admisión a programa específicos, ou ben para asegura-la provisión de recursos creativos, a traves do currículo. The purpose of this work is to analyze the different components and subcomponents integrated in the creative production. Three models of creativity have been taken into account so as to explain the relationship between these components and their role in the development of creativity. The interaction of the cognitive, personal and environmental components explain the differences between someone who has a high intellectual ability and a person who is creative. Creativity must be considered as a specific talent and its components must be included in the process of identification of gifted students in order to allow those very students to go on specific programs or to guarantee the provision of resources through the curriculum.
Aspectos teóricos e instrumentales en la identificación del alumnado superdotado y talentoso. Propuesta de un protocolo
Neste traballo preséntase o marco teórico que permite xustificar a avaliación da superdotación e algunhas formas de talento, mediante instrumentos psicométricos comúns relacionando o propio concepto coa metodoloxía de medición. A argumentación e discusión teórica oriéntase a un método compresivo que aporte, por unha parte, mayores garantías de validez que os tradicionais CI e, por outra, que permita, cun único protocolo, diferencia-los casos de superdotación e de certos talentos. Esta aportación compleméntase cos datos empíricos obtidos nunha mostra de 103 suxeitos de idades comprendidas entre os 12 e 14 anos, ós cales se lles aplicou o protocolo exposto. A partir dos resultados ilústrase a toma de decisións, da mesma maneira que se comenta a relación entre as proporcións dos suxeitos excepcionais que deberían esperarse e as encontradas. In this work is presented the theoretical framework that permits to justify the evaluation os giftedness and some kinds of talent through common psychometrical instruments, relating the own concept of exceptionality to measurement methodology. The theoretical discussion is guided to a comprehensive method that warrants a greater validity level that traditional IQ scores and, additionally, permits, with a sigle protocol, to differenctiate the cases of giftedness and some sort of talents. This approach is complemented with empirical data obtained within a 103 subject samplr, ranging from 12 to 14 years old, to whom was applied the exposed protocol. The results illustrate the decisionmaking on identification, as well as the realtionship between the proportion os exceptional subjects expected and the amount that was actually found.
El conocimiento de la superdotacion en el ambito educativo formal
Partindo da constatación teórica e empírica da existencia de numerosos estereotipos acerca da superdotación, plantéxase a necesidade de coñece-lo estado do concepto entre os docentes, dada a repercusión que terá na intervención educativa con suxeitos superdotados. Os resultados mostran que hai un mal coñecemento da superdotación entre os profesionais da educación no ámbito formal. Esto reclama unha maior formación clarificadora e orientadora que guíe a intervención educativa. Due to the theoretical and empirical existence of several stereotypes about giftedness, we postulate the need to know the state of this concept among teachers. This is because its relevance in educative intervention is important. Results show the existence of insufficient knowledge about gifted education among instructors. A better and qualified teacher training program in giftedness proves necessary to guide a specific intervention.
Competencias del psicopedagogo en la evaluación del superdotado
The aim of this work is to study the role of psychopedagogists in relation to the evaluation of gifted pupils. First, we analyze the process of psychopedagogic evaluation for gifted pupils. Here are included the different stages of this evaluation that relate to the educational, familiar and social context. We gather information about intelligence, motivation, styles, self-concept, creativity, leadership, or inter- and intra-personal intelligence. All this information takes the shape of the psychopedagogic report that is necessary to apply for a period of curricular flexibility or any other educational measure in order to cater for the diversity of these pupils. Second, the case of Carlos, a pupil of Infant Education, is shown, since he has the features that define precociousness: great intellectual capacity, persistence and motivation in those areas that he is interested in, as well as creativity. Third, we refer to the advice and guidance for gifted children. Thus, we offer some curricular advice as well as vocational and familiar guiding techniques for teachers, parents, and students.
Alumnos/as excepcionales con alto nivel de ejecución dentro del contexto escolar
Our educational centres influenced by the fast changes appearing in our society must face, among other things, the special educational necessities required by their pupils. In this context, we consider to reflect about the following aspects as an important issue: 1) the tallented/brilliant students with a high level of performance; 2) the necessity of causing educational response that guides this group for the development of all their aptitudes; 3) the training/formation of professionals in education related to giftedness. Accordingly, we think that the educational administration should be the one to extend the efforts not ony to recognise the rights for a proper education that every student has, but also to consider the needs held by the teachers to face this new challenge, answering in an adequate way and getting processes, resources and materials that guarantee the assistance for exceptional students inside the own classroom.
Aprender con todas las inteligencias: un curriculum para talentos específicos
The aim of this work is two-fold: on the one hand, to analize the theory of Multiple Intelligencies (MI) as a new model that serves to identify precocious and talented children; on the other hand, to propose the principles of the cognitive curriculum aimed at favouring the strong points of talented pupils and at palliating their gaps. In the first section we focus on the evolution of the study on specific talents. Then, we analize the theory of Multiple Intelligencies from which eight areas related to multiple talents are defined. The third section refers to the validation criteria and the main assumptions of MI. The fourth section is devoted to analizing the different types of intelligence as well as those people who have stood out and made important contributions. In the fifth section we point at the relationship between intelligence and other human abilities. The sixth section deals with the procedure to identify the profiles of talented pupils. In the seventh section we analize the profile of a child with a precocity related to social talent. In the eighth section we hint at some guidelines to teach Multiple Intelligence (MI) in the classroom. Finally, some conclusions are drawn.
Estrategias de aprendizaje en estudiantes más capaces
The aim of this project is to prove whether subjects with high intellectual ability make better use of learning strategies than students with average ability. The first group, made up of ten more-able secondary students, obtained scores above 90 percent on two intelligence tests (the Factor “g” and the STAT) as well as higher academic performance in verbal and math areas. The results show that statistically significant differences exist in favor of the group of more-able students in some of, but not all, the strategies tested. The more-able students made better use of the strategies relating mainly to information retrieval: testing what is learned and verifying their responses, strategies of evaluation relative to the connection of new knowledge to prior knowledge, and the search for more information to combine with that which they already have. However, significant differences do not appear in the strategies of acquisition and codification of information, such as information selection, organization of content, and information analysis.
Procedimiento de evaluación de la creatividad de niños superdotados
The aim of this work is to find out the significant differences related to creativity. The study is made with a sample of 232 pupils of Infant and Primary Education, 127 belonging to the Infant Education stage and 105 to Primary Education. These pupils study in 2 schools of the municipality of Murcia, one of them private and the other half private, half state-assisted. The instruments we used are a creativity questionnaire by José Mª Martínez Beltrán and Silvia Rimm, which aims at assessing different abilities or features related to divergent or creative production; and the Torrance Test of Creative Thinking (TTCT). The data obtained in the tests show that students with high abilities have a greater creative capacity which is manifested in the amount of answers or solution thwat they offer to a given problem (fluidity); moreover, their flexible thinking lets them offer varied and original answers; finally, their elaboration capacity is shown in the quantity of details added to their creative products.
Evaluación de alumnos más capaces: la medida de la inteligencia en diferentes contextos
This study presents the results obtained from an experimental version of the Sternberg Triarchic Abilities Test (STAT) from two samples of subjects from elementary (n = 1255) and secondary (n = 275) schools. This test, devised by Dr. Sternberg, aims to evaluate intelligence within contexts of significant information by using Sternberg’s model of triarchic intelligence. The study aims to establish consistency in selecting students on the basis of the results obtained from two tests of intelligence: a classical intelligence test, such as the Cattell Factor “g” test, and the STAT. The results reveal that only a moderate relationship exists between the results of both tests and that the STAT shows a greater relation with academic performance and with the identification criteria of the professors. The STAT, therefore, emerges as a new intelligence evaluation instrument geared more toward performance than potential ability.
Las Inteligencias Múltiples: un modelo de identificación de talentos específicos
The work presented here is framed within a model based on the Multiple Intelligencies theory by professor Gardner, who states that there are, at least, eight ways of learning or intelligencies: musical, logical-mathematical, linguistic, visual-spatial, kinesthetic, naturalistic, inter- and intra-personal. This model offers a new evaluation frame oriented to the identification of skills or strong points of talented pupils with the aim of shaping the intellectual profile of each pupil in order to offer them the educational opportunities that best suit their specific needs and talents.
Validación cruzada del modelo triárquico subyacente al STAT (Sternberg Triarchic Abilities Test –nivel–H) en una muestra española y norteamericana
Following a strategy of multi-sample analysis, we compare different theoretical models regarding the structure underlying the STAT (Sternberg Triarchic Abilities Test), level H, by means of the Confirmatory Factorial Analysis in two samples of participants, Spanish and Northamerican. The comparison of the different models is done using the hierarchical confirmatory factorial analysis with a strategy of comparing nestled models. These models related to the structure underlying the STAT belong to different assumptions. The first one is related to a unidimensional concept of intelligence that postulates the existence of a single factor. The second model is related to the traditional factorial concept in which content factors are crucial. And we also used a triarchic model that postulates the existence of three intellectual factors relatively independent: the analytical, practical, and creative factors. The results are obtained from a sample of 240 Spanish students of Bachillerato, and 326 American high school students. They show that the model which better suits the empirical data is the one based on a triarchic concept of intelligence.
Superdotación intelectual y trastorno por déficit de atención e hiperactividad (TDAH)
Gifted children with AD/HD (Attention Deficit Hyperactivity Disorder) differ from average children with AD/HD and from gifted children without this disorder in diverse ways that impact assessment of both (giftedness and AD/HD). Nowadays educators do not seem to have strategies nor confidence in providing an appropriate curriculum for these children. The article exposes this issue reviewing this population’s reality among their family and school environment, drawing some ideas for their education.
Programa de enriquecimiento de ASAC (Asociación de Altas Capacidades)
This article describes the Enrichment Program that the “Asociación de Altas Capacidades”( ASAC-High Capacities Association)has been carrying out in Santiago for almost a decade. Its origin and evolution untill present time are analised, paying special attention to every moment in the process concerning its evaluation.
Actitudes del profesorado hacia la superdotación. Implicaciones para el desarrollo de programas de formación
“Few would argue that the beliefs teachers hold influence their perceptions and judgement, which in turn, affect their behavior in the classroom, or that understanding the belief structures of teachers and teacher candidates is essential to improving their professional preparation and teaching practices” (Pajares, 1992). From this perspective, the analysis of attitudes and beliefs toward giftedness in student teacher’s seems to be of paramount importance as far as it would imply positive or negative behaviors in their future professions. This importance is even more evident in Spain where a lack of specific programs is the most common situation. This paper focuses on the perceptions and knowledge of a sample of student teacher’s towards gifted and talent students and the management of their educational needs in the classroom. The aim of the paper is to investigate not only the knowledge of the special educational needs of these students that the student teacher’s might have but also about their attitude with regard to the provision of adequate educational measures. After analyzing these aspects, we offer some suggestions about changes in the planning of the educational programs for these students.
El talento psicomotor y las mujeres en el deporte de alta competición
Nowadays, nobody has got doubts about the importance of taking care of every area in which anyone is able to manifest himself when our aim is managing to reach the full development of human being, as well cognitive, affective, social as psychomotor areas. Although this, excluding the pure sporting field, there are still some obstacles when we try to include in the selected group of the Gifted Ones the people that has got high motor capacities. The study of the persons that present, from early ages, predisposition to resolve motivity problems through the carrying out of motivity highly efficient behaviors has taken to the identification of the factors cognitive, physical and functional that support sporting talent and have allowed to establish models of intervention for the most capable ones to reach personal and social success. The high competition sport sets up the highest levels of sporting realization due to its objectives, and the development are based on the obtaining of the best results, which ones are valuated through the competence between subjects that are looking for the same aims and in contexts specifically designed for this purpose. Because all of this, here there are also the most adequate setting for the demonstration and valuation of the sporting talent. The high contest sport; and, inside this one, the Olympic Games represent the highest exponent of the achievements obtained by sport talented subjects. In the sports high competition ambit, in general, and in the Olympic Games, in particular, the women with sport talent have fighted and keep on fighting to obtain the proper support and social and sporting recognition. Biographies of some of the most remarkable sportswomen discover to us, close to their sport success, the discrimination they had stood for ages, as well as all the effort, the giving ups and also some other personal and social successes they have been capable to combine with sport and that have been exposure of their excellence.
La mujer en ámbitos competitivos: el ámbito deportivo
Sport is a special field in human competition that implies every aspect of personality: physical, psychological and social. The high levels in sport competition demand not only high physical capabilities, but also the capability to elaborate motor actions at a cognoscitive level and the capability to properly manage the physical resources as well as the decision making and the control of stress situations that all this involve. The access of the woman to the sport milieu, just like to other social spheres, is rather recent for multiple reasons, one of them the mere fact that this one has been an exclusively male environment from which women have almost always explicitly been excluded for a series of myths and prejudices linked to their biology and social role. Nowadays, many of these myths and prejudices have dissappeared in the light of acomplished facts, but the women representation in sports is still small, both at the practical level and at direction and management. The article exposes the obstacles that still exist as well as the strategies to modify the situation, requesting the attention of teachers and sport organizations to ensure the compliment of the equal opportunities principle.
Mujeres superdotadas y sociedad: del “burka” al síndrome de abeja reina
One of the least study topics in research on giftedness is without doubt the progress and social position of gifted women in society, the problems that they have to confront and the support that they receive. In this article a brief description is made of the different ways of recognising women´s abilities throughout history, and then, an analysis of the current situation is set out. Data and opinions of research and current authors make up the scenario whose most important extreme elements are, on the one hand, the women of some countries, where nothing is further fron reality than recognition of high ability, like women obliged to wear the “burka” , the symbol of their situation, and on the other hand, the victorious women of the western world worried by the social burden which is very difficult to overcome.
High abilities and skills are not usually sufficient in gifted women with a view to achieving satisfactorily in accordance with their qualities. Success at school, at work, social responsibility and the unequal evaluation of all that in female is still a reality at the beginning of the twenty first century, where women are presented with controversial and conflictive options, messages in whichthey are forced to choose between their private, social and working life. These pressures, attribute to their psychological and social dependence and their enthusiasm suffery in their search for an answer and their levels of expectatios and goals. These questions must be addressed in matters relating to gifted children, teenagers and women. We can´t simmply wait and see, it is not a quarantee in allowing new generatios of gifted women to design with optimism their own project of life. The choice and the answer must be personal and free of presures.
Programas de enriquecimiento: más allá del desarrollo intelectual. La experiencia de ASAC-Galicia
The main objective of the Enrichment Programs should not be the curricular improvement, but the psychological intervention in different areas of the development: social, affective, emotional,… This way, we have tried to get the best adjustment of the gifted students to the scholar and familiar environment. Besides, we have designed strategies and activities to improve formation in values and emotional intelligence. Nowadays, we have improved all the programs after different assessment processes. We present in this paper a summary of one of the programs in order to promote an opened discussion about the importance of gifted education further on the traditional intellectual aspects. That is: values, socialization and emotional intelligence (inter and intra personal)
Una experiencia de enriquecimiento a través del arte fractal
Under the view of the arts, we could say that a fractal is basically the visual and auditive, and even spacila, expresión (with any dimension) of a mathematic expression. The particularity of the artistic creation with fractals is that the algorithm of the formule leads us to an ascendant and descendant progression of the same, and that a gneration in the case of images, the visual expressions that repeat and progress to the infinite big and to the infinite small. The creative possibilities of the world of the fractals are endless and because of this, it cautivated the students of the Programa Estella, who with a visit to an exposition decided to practice with this artistic models. The results of the first workshop taken by 20 students amog 10 and 16 years old, could not be any more positive and rich to the students the students, the survey realized demonstrates the learning and motivation produce.
Género y expresión artística. Un análisis de los fondos de la PIRS
The following research work, has the goal to get deep into de world of the child’s painting, and to know the differences they exist in relation with the sex variable. Through the research, there can be noticed that there is a relation among some of the variables, such as contest results and the election of the subject to paint.
Actitudes del profesorado ante la educación de las alumnas de altas capacidades
Teachers’ attitudes, beliefs and thinking towards gender education and giftedness are analyzed in this article. The answers given in a questionnaire, applied to teachers that participated in an educational project designed to improve the teaching of high ability students, are investigated.