This thesis aims to illustrate the didactical challenges with giftedness. The research questions for the thesis are “what definitions of giftedness has research developed?” and “how can gifted children be supported within social science subjects?”. The method of the thesis is a literature research strategy. The focus is on elementary school and other global equivalences. The result that presents suggests that there are several different definitions of giftedness that do not always correlate with each other. Although some research suggests that giftedness is an innate quality no consensus has been reached. This lack of consensus results in a lack of knowledge and competence with teachers in how to best cater for gifted childrens’ needs. Several different didactical strategies are suggested as suitable in social science classrooms. Working with a differentiated teaching approach is one of the best suited didactical strategies, as well as adjusting the content according to students' own interests. The thesis comes to the conclusion that no matter the definition, there are common distinctive character traits and needs with gifted children that need to be catered to. The unclear definition of giftedness results in negative consequences for the children. Despite the several different didactical strategies suggested by research, teachers seem to lack knowledge and competence. We have with this thesis identified a need for further research within the field. A consensus on how giftedness should be defined is something to strive after.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-57525 |
| Date | January 2023 |
| Creators | Linde, Evelina, Fellinder, Ebba |
| Publisher | Malmö universitet, Institutionen för samhälle, kultur och identitet (SKI) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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