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Differences in thinking styles of students between gifted and average students and thinking styles of teachers by characteristics  

Yune, So-Jung (부산대학교 교육학과)
Yun, Kyung-Mi (부산대학교 교육학과)
Yoo, Soon-Hwa (부산대학교 교육학과)
Publication Information
Journal of Gifted/Talented Education / v.13, no.3, 2003 , pp. 19-44 More about this Journal
Abstract
On the basis of Sternberg's the theory of mental self-government, this study investigated the differences in students' thinking styles between gifted and average students and the differences in teachers' thinking styles by school quality (gifted school/ average school), sex, professional teaching experience (as measured by duration), and subject of teaching. The subjects were consisted of 191 gifted high school freshmen, 245 average high school freshmen, and 73 teachers. The results of this study were as follows: First, there were statistical differences in many of thinking styles between gifted and average student school. Gifted students scored higher on the legislative, executive, judicial, global, and hierarchic, internal thinking styles. Second, there were no differences in teachers' thinking styles by school quality (gifted school/ average school). Third, teachers with more professional teaching experience (as measured by duration) tended to score higher on the executive, local, and conservative thinking styles. Fourth, there were no differences in teachers' thinking styles by sex and by subject of teaching. To conclude, the thinking styles of students and teachers can play an important role in teaching and learning in schools. Therefore, we need the cognition of thinking styles of students and teachers for the ideal gifted identification and instructional procedures.
Keywords
gifted; teachers' characteristics; thinking styles; mental self-government;
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