Different Research Paradigms Concerning Giftedness and Gifted Education: Shall Ever They Meet?

Autor/in	Heller, Kurt A.
Titel	Different Research Paradigms Concerning Giftedness and Gifted Education: Shall Ever They Meet?
Quelle	In: High Ability Studies, 23 (2012) 1, S.73-75 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2012.679097
Schlagwörter	Stellungnahme; Ability Identification; Gifted; Intelligence; Psychometrics; Models; Talent; Germany + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Intelligenz; Klugheit; Psychometry; Psychometrie; Analogiemodell; Begabung; Hochbegabung; Deutschland
Abstract	Knowledge regarding giftedness and gifted education is supplied by different sources of information and different research paradigms. Particularly relevant approaches are here the psychometric paradigm, the expert-novice paradigm, and the explanatory approaches from cognitive sciences, also the quasi-experimental social and developmental studies as well as the longitudinal (program) evaluation studies. In the current target article "Towards a systemic theory of gifted education" by Ziegler and Phillipson the authors criticize the "erroneous view" of these research paradigms with respect to gifted education as well as to the understanding of the development of excellence or exceptionality. Instead of them, they plead for a "paradigm shift" and describe "basic principles of gifted education" based on the "actiotope model" in a systemic view. Which new insight and benefit of gifted education can one expect from systemic approaches like the actiotope model? What is the added value of knowledge compared with the criticized research paradigms? Are the triarchic theory of human intelligence and the WICS model by Sternberg (1985, 2003) or the Munich Dynamic Ability Achievement Model (MDAAM) indeed "mechanistic" models as the authors of the target article asserted? These and other related questions are discussed in this commentary. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10