This paper addresses learning strategies of gifted pupils. The purpose of this research is to determine the characteristics of gifted pupils’ learning strategies and compare them to those of their schoolmates. We will also compare learning strategies of gifted female pupils and male pupils. Lastly, we will determine how learning strategies of gifted pupils correlates with how they evaluate their learning.
The theoretical part of this paper will define the concept of giftedness and learning strategies. The definitions are based on works by various authors from the field of education. The first part explains giftedness, characteristics of gifted students, presents the situation of gifted students in Slovenia and the process of identifying them. The second part defines learning strategies and describes some of the most common examples.
The empirical part of this paper was carried out using a causal non-experimental method, while the analysis was conducted using a quantitative research analysis. The research was carried out in 2014 in elementary schools from the Kočevje region of Slovenia. There were 93 elementary school pupils (aged 12-13) who participated in the research.
The research shows that a large proportion of the pupils believed they were good learners, while gifted students believed that they were better learners than their classmates. According to the research, there is a difference in the use of cognitive strategies between gifted pupils and their classmates, while no difference was recorded in the use of metacognitive learning strategies. However, there is a difference in the use of motivational learning strategies between gifted students and their classmates. The research also shows that students who use learning strategies have a better outlook on their learning skills.
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