Didactic strategies in function of development intellectual abilities of gifted studentsPaper
Data relevant to the topic title are analysed from two aspects, based on the findings of wider exploratory researches in which the influence of the didactic strategies on the development of intellectual abilities of gifted students is considered. Hypotheses about the importance of specific teaching strategies for the development of meta-cognitive and creative competences of students was tested. The sample consisted of 112 students master of pedagogy in Serbia, whose average in the studies were above 9.00.
The students showed a greater need for the following methods: research methods, interpretation, evaluation, academic presentation, practical work, creating new ideas, finding new methods, self-reflective learning, brainstorming, comparing, interactive learning, self-organized learning, discovery learning, problem-based learning, comparison of data, problem statement, formulation of concepts, summarizing ideas, ask questions, find examples on the Internet and in literature, writings, references to interesting details, explanation of positions, the debate on the subject, thinking confrontation, talking about the pre-set problems.
In the factor analysis of didactic instructions efficient for stimulation of meta-statements and creative reaction, 10 of the factors was found with line up of observed instructions. Their activities could be classified under the following names: classification, control information, error analysis, encouragement of flexible approaches, the formulation of explanations, returning to date information, analysis of significant moments, evaluation of possibilities to get to the finish line, a review of previous strategies, forms and further reflection on the relations and situation.
Possibility of innovating teaching and learning strategies at the university level were particulary analyzed by considering application methods of discourse seeking to achieve the objectives of emancipatory didactic - teaching takes place in way that students are directed towards self-organized searching for information, students indenpendently obtain infomation for making conclusions, with teacher mentoring in function of student emancipatory potential. The results show that students who express satisfaction discourse cited as reasons: exploration opportunities, independence, freedom, etc., and manifest success as a creative cognitive reactions. Cognitive style features that bind to the student satisfaction method of discourse and their successful cognitive reactions are: independence, the selection focus, the non-conventional reinterpretation convergent production; flexible control, divergent production, imagination, creative generalization, mismatch tolerance.