Fostering Authentic Problem Seeking: A Step Toward Social Justice Engagement

Bruce-Davis, Micah N.; Gilson, Cindy M.; Matthews, Michael S.

doi:10.1080/02783193.2017.1363099

Cited by 8 publications

(5 citation statements)

References 57 publications

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“…Our findings also showcase the perceived benefit of a well-designed and intentional leadership development program to enhance the leadership and group skills of students with gifts and talents. The finding is critical to gifted education given the strong association between typical traits of giftedness (e.g., high intellectual functioning, advanced emotional and social interests, civic awareness, and civic engagement) and leadership functions (Bruce-Davis et al, 2017;Lee et al, 2021;Lee & Olszewski-Kubilius, 2016;Matthews, 2015). Researchers (Feldhusen & Kennedy, 1988;Lee et al, 2021) have suggested that leadership training may be a useful addition in summer programs-and programs, in general-involving youth with gifts and talents; however, leadership development has not received much attention in the field (Matthews, 2015).…”

Section: Discussionmentioning

confidence: 99%

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

Chowkase,

Desmet,

Datar

et al. 2024

Journal for the Education of the Gifted

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This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants’ perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants’ (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.

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Section: Discussionmentioning

confidence: 99%

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

Chowkase,

Desmet,

Datar

et al. 2024

Journal for the Education of the Gifted

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“…In a number of literary works, problem-finding is commonly used to refer to problem-seeking in the educational field (Davis et al, 2017). Accordingly, in this study, we used both problem-seeking and problem-finding terms as the reference.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Linearly, Kang & Kim (2012) stated that the results of problem-seeking are highly influenced by students' experience and non-permanent solutions, as well as their experience related to the provided issues. Besides, problemsolving is also regarded as a stage of comprehending a problem by using personal experience Davis et al, 2017). Further, Lee & Cho (2007) also described that problem-seeking is influenced by students' experiences in identifying a problem.…”

Section: Figure 3 Originality Problem Seeking From O2mentioning

confidence: 99%

Originality Versus Non-Originality Problem Seeking

2023

JHETP

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This study describes students' implementation of originality problem-seeking and non-originality problemseeking in resolving numeracy problems. It used a case study design. The data collection process was started by providing numeracy problems. Further, the data related to originality and non-originality problem-solving in completing numeration issues were garnered through interviews. Our data suggested that the students using non-originality problem-seeking mostly only limited the scope of the problem to the question being asked in the item. Thus, they presented relatively similar problem identification. Meanwhile, two of our participants had originality problem-seeking with different answers, completed with logical rationale. Further, those two participants also used wider scope of a problem than the problem being explicitly stated in the question item. Their problem identification was made based on their experience and analysis results.

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“…• Proponer enfoques para aprehender la realidad, a partir de la utilización de herramientas que combinen aspectos racionales, visuales, emocionales y numéricos y que estimulen la creatividad para una educación para la ciudadanía global (Mesa, 2019). • Examinar los matices en torno a la resolución creativa de problemas y cómo los educadores pueden generar y fortalecer las habilidades de estudiantes para comprometerse con la justicia social (Bruce-Davis et al, 2017). • Describir cómo y explicar por qué la educación para la paz es una herramienta fundamental para la consecución de los Objetivos del Desarrollo Sostenible que se exponen en la Agenda 2030 (Paris, 2019).…”

Section: • Revisar Las Apreciaciones Desarrolladas Porunclassified

Educación creativa y justicia social: una revisión sistemática orientada a conocer el contexto latinoamericano

Espinoza

Cancino²

2022

alt

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Las instituciones de enseñanza y prácticas educativas deben cambiar para abrir la educación a la creatividad, la cual es un recurso eficaz para iniciar procesos de transformación social. En el presente estudio, nos pusimos el objetivo de describir cómo se desarrolla la creatividad en investigaciones del campo de la educación para la justicia social en el mundo, prestando especial atención al contexto latinoamericano. Para lograr este objetivo, realizamos una revisión sistemática de la literatura internacional producida entre 2015 y 2020. Siguiendo el modelo de Sánchez-Meca (2010), realizamos búsquedas exhaustivas en las bases de datos Web of Science, Scopus, el índice de citas SciELO y en el portal Dialnet. Identificamos un corpus potencial de 68 publicaciones que, tras aplicar criterios de exclusión se expresaron en un corpus final de 16 publicaciones. Analizamos y caracterizamos los documentos de forma teórica y descriptivamente, centrándonos específicamente en el concepto de creatividad que exponían. Observamos nueve investigaciones empíricas, que corresponden a experiencias o proyectos en educación formal (n=8) y no formal (n=1), y siete reflexiones teóricas. Identificamos dos enfoques para abordar la creatividad: uno donde se presentaba un concepto difuso, que no se desarrollaba teóricamente, y otro donde aparecía como un concepto concreto, desarrollado y justificado teóricamente. Finalmente, Latinoamérica muestra tres ejemplos, lo que señala una carencia de investigaciones que asocien la creatividad como factor para la justicia social y educativa.

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Fostering Authentic Problem Seeking: A Step Toward Social Justice Engagement

Cited by 8 publications

References 57 publications

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

Originality Versus Non-Originality Problem Seeking

Educación creativa y justicia social: una revisión sistemática orientada a conocer el contexto latinoamericano

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