Examining the Philosophical Foundations of the Model of Teaching Gifted Students in Finland and Presenting the Model
الموضوعات : Curriculum Research
Morteza Nazari
1
(PhD student in Philosophy of Education, Islamic Azad University, Science and Research Branch, Tehran Iran)
Aboutaleb Saadatee Shamir
2
(Assistant Professor, Department of Educational Psychology and Personality, Islamic Azad University, Science and Research Branch, Tehran Iran.)
Khosrow Bagheri Noparast
3
(Professor of Philosophy of Education, Department of Philosophy of Education, University of Tehran, Tehran Iran)
Sadegh Rezaei
4
(Assistant Professor of Curriculum Planning Department of Curriculum Planning Amin University of Law Enforcement Sciences, Tehran, Iran)
الکلمات المفتاحية: Students, gifted, Philosophy of Education,
ملخص المقالة :
The present study was conducted with the aim of examining the philosophical foundations of the model for identifying and educating gifted students in Finland and providing a model for elementary students. The method of the present study was correlational in terms of data collection and descriptive research in terms of method and applied research in terms of purpose. The population and the sample of the present study were Finland, which was selected using purposive sampling. In the construction of the tools, the theoretical content of the pattern of identifying and educating gifted students in Finland was first analyzed using the content analysis method. Then, using the results of a qualitative study based on the data foundation approach (exploratory) and the Delphi method, resulting from interviews with 7 education professionals who had experience in Finland and were familiar with its education system in elementary school. Existing components were developed. The questionnaire consisted of 54 initial questions and 57 final questions on a five-point scale. The reliability of this tool was calculated using Cronbach's alpha of 0.89. The results of factor analysis showed that the pattern of education of gifted students in Finland was obtained with 8 factors, which were the lack of formal exams and training, intelligence, teacher independence and stability, human and positive communication, complete teacher autonomy in choosing curriculum, Up-to-date educational technology, kind and optimistic teachers and students. Since the philosophical basis of Finland is to educate gifted students of existentialism and the school of constructionism. Therefore, it is suggested that a humane approach based on student needs and a problem-oriented approach to education and give real value to students and teachers.
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