Preferred thinking styles of gifted students and the implications for curriculum development

  • Z.K. ELLALA Al-Ain University of the United Arab Emirates, UAE
  • J ABU-ATTIYEH Al-Ain University of the United Arab Emirates, UAE
  • E.M ALGHAZO Al-Ain University of the United Arab Emirates, UAE
Palabras clave: Learning styles, Preferred thinking methods, Thinking methods, Thinking styles. / Estilos de aprendizaje, Estilos de pensamiento, Métodos de pensamiento preferidos, Métodos de pensamiento.

Resumen

ABSTRACT

 

A sample of 250 students (121) males and (129) females in grades 10-12 participated in this study of their preferred thinking methods. The Methods of Thinking Assessment, which was prepared by Sternberg and Wagner (1991), was used as the data gathering tool. Analysis of data revealed that the preferred methods of thinking were in descending order; legislative, external, hierarchical, judicial, conservative, anarchist, local, internal, monarchic, and global. Also, analysis of data revealed significant differences in all dimensions of the overall score being better for female students; however, no significant differences were found about grade level.

 

Una muestra de 250 estudiantes (121) hombres y (129) mujeres en los grados 10-12 participaron en este estudio de sus métodos de pensamiento preferidos. Los métodos de evaluación del pensamiento que fueron preparados por Sternberg y Wagner (1991) se utilizaron como herramienta de recopilación de datos. El análisis de los datos reveló que los métodos de pensamiento preferidos estaban en orden descendente; legislativo, externo, jerárquico, judicial, conservador, anarquista, local, interno, monárquico y global. Además, el análisis de los datos reveló diferencias significativas en todas las dimensiones de la puntuación general que es mejor para las alumnas.

Biografía del autor/a

Z.K. ELLALA, Al-Ain University of the United Arab Emirates, UAE

Ziyad Kamel Ellala is an Assistant Professor in the Department of Humanities
and Social Sciences at Al Ain University of the United Arab Emirates, UAE. He has a PhD in Special Education from the University of Jordan. He carries expertise in academic teaching and special education. His main area of research interests is student excellence, talent, and giftedness.

 

J ABU-ATTIYEH, Al-Ain University of the United Arab Emirates, UAE

Jamal Abu-Attiyeh is an Assistant Professor in the Department of Humanities and Social Sciences at Al Ain University of the United Arab Emirates, UAE. He specializes and has an M.A in Special Education from the College of Charleston in South Carolina. Later he studied at Miami University of Oxford, Ohio, and obtained his PhD in Educational Leadership. His main area of research interest coincides with giftedness as well as language acquisition.

E.M ALGHAZO, Al-Ain University of the United Arab Emirates, UAE

Director of the Special Education and Applied Psychology Programs in College of Education, Humanities and Social Sciences at Al Ain University of the United Arab Emirates, UAE. His research interests include learning disabilities and assessment of special needs.

 

Citas

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Publicado
2020-08-19
Cómo citar
ELLALA, Z., ABU-ATTIYEH, J., & ALGHAZO, E. (2020). Preferred thinking styles of gifted students and the implications for curriculum development. Utopía Y Praxis Latinoamericana, 25(1), 90-102. Recuperado a partir de https://www.produccioncientificaluz.org/index.php/utopia/article/view/33512
Número
Vol. 25 (2020): Extra 6 [Interlocuciones]
Sección
Artículos