How Do Gifted Students Learn? Their Learning Styles and Dispositions towards Learning

Autor/inn/en	Kaplan Sayi, Aysin; Yurtseven, Nihal
Titel	How Do Gifted Students Learn? Their Learning Styles and Dispositions towards Learning
Quelle	In: Education 3-13, 50 (2022) 8, S.1031-1045 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaplan Sayi, Aysin) ORCID (Yurtseven, Nihal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
DOI	10.1080/03004279.2021.1929380
Schlagwörter	Foreign Countries; Academically Gifted; Gifted Education; Student Characteristics; Cognitive Style; Grade 3; Grade 4; Grade 5; Gender Differences; Age Differences; Institutional Characteristics; Interaction; Social Responsibility; Self Concept; Transfer of Training; Educational Environment; Learning Strategies; Turkey (Istanbul); Learning Style Inventory + Suchen Sie Ihr Suchwort? Ausland; Cognitive styles; Kognitiver Stil; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Interaktion; Soziale Verantwortung; Selbstkonzept; Training; Transfer; Ausbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	Gifted students have unique characteristics and these characteristics influence their learning styles and dispositions towards learning. The purpose of this study is to examine gifted students' learning styles and to understand how gifted students articulate learning. In this convergent parallel mixed methods study, 106 (n = 106) students attending the third, fourth and fifth grades were selected as participants. The study was carried out with gifted students who are attaining in science and art centres in Turkey. The data was gathered through The Kolb Learning Style Inventory and focus group interviews. Findings of study indicated that the participants were mainly divergers and convergers. Their learning styles did not significantly dependent on their gender, age and school type. In addition, they referred to social interaction, self-discovery, social responsibility and transfer of knowledge as their learning attributes. Their learning motives were inspired by an effective learning environment, interaction and the sense of accomplishment in the learning process. Lastly, they adopted certain learning strategies such as encoding and storage in the learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01