BUREŠOVÁ, Iva a Jana Marie HAVIGEROVÁ. Intormation Behavior of Gifted Children in the Pre-literate Stage - Qualitative Study. American Journal of Educational Research, USA: Science and Education Publishing, 2015, Volume 3, Issue 2, s. 159-165. ISSN 2327-6150. doi:10.12691/education-3-2-8.
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Základní údaje
Originální název Intormation Behavior of Gifted Children in the Pre-literate Stage - Qualitative Study
Autoři BUREŠOVÁ, Iva a Jana Marie HAVIGEROVÁ.
Vydání American Journal of Educational Research, USA, Science and Education Publishing, 2015, 2327-6150.
Další údaje
Originální jazyk angličtina
Typ výsledku Článek v odborném periodiku
Obor 5.1 Psychology and cognitive sciences
Stát vydavatele Spojené státy americké
Utajení není předmětem státního či obchodního tajemství
Organizační jednotka Filozofická fakulta
Doi http://dx.doi.org/10.12691/education-3-2-8
Klíčová slova anglicky information behavior; giftedness; children; question skill; content analysis
Příznaky Mezinárodní význam, Recenzováno
Změnil Změnila: doc. PhDr. Jana Marie Havigerová, Ph.D., učo 7257. Změněno: 8. 1. 2019 15:37.
Anotace
The presented qualitative study is part of a broader research aim dealing with select contexts of everyday information behavior of exceptionally gifted children at the pre-literate age. The primary goal of this study was to examine if and how information behavior of exceptionally gifted pre-literate children is reflected in the manner and formulation of their questions, and whether this behavior differs from the behavior of children with average intellectual abilities. The following aim was subsequently based on the assumption that the giftedness of children of this age is reflected in the way they process information. In order to meet the pre-literacy condition, participants were chosen from children starting their first year of school (aged 5 to 7). The research sample consisted of 12 participants (6 in the experimental group and 6 in the control group). Questions generated by both groups, as a response to the selected neutral stimulus, were examined and compared by frequency and content analysis. The subjective evaluation of the information behavior was compared from the point of view of the children and their parents as well. The results indicate that information behavior of the exceptionally gifted children is different in specific directions from information seeking behavior of children with average intellectual abilities.
Návaznosti
GAP407/11/0426, projekt VaVNázev: Ready to ask? Informační chování nadaných dětí v pregramotném období
VytisknoutZobrazeno: 16. 10. 2019 02:33