ERIC Number: EJ1215254
Record Type: Journal
Publication Date: 2019-Jun
Abstractor: As Provided
Epistemological Differences between Gifted and Typically Developing Middle School Students
Gallagher, Shelagh A.
Journal for the Education of the Gifted, v42 n2 p164-184 Jun 2019
Students' personal epistemologies, or their beliefs about knowledge and knowing, have a substantial impact on learning, affecting their responses to curriculum, strategy selection, and psychosocial variables. Changes in epistemological reasoning occur similarly to other stage-based developmental schemes, with qualitative shifts in worldviews at each stage. Some research suggests that gifted students tend to develop higher levels of epistemological reasoning earlier than same-aged typically developing peers. The current study extends research in developmental differences to middle school students. A total of 189 sixth-, seventh-, and eighth-grade gifted or typical students completed the Learning Context Questionnaire. An analysis of variance was conducted to determine differences by Gifted Status and Grade Level. Results of the analysis revealed significant differences between gifted and typical students, with modest effect size, at each grade level. The discussion includes implications for understanding giftedness and related need for rich inquiry-based learning environments.
Descriptors: Epistemology, Middle School Students, Academically Gifted, Grade 6, Grade 7, Grade 8, Beliefs, Charter Schools, Active Learning, Inquiry, Age Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades; Grade 7; Grade 8
Authoring Institution: N/A