| Abstract | Darovitost je skup osobina koje pojedincu daju sposobnost da dosljedno postiže visoko iznadprosječne rezultate u jednoj ili više aktivnosti, tako da ti rezultati predstavljaju značajan kreativni doprinos određenom području u kojem se postižu rezultati. Djeca doživljavaju nezainteresiranost, dosadu, nedostatak pažnje i ometaju druge učenike vlastitim aktivnostima umjesto praćenja nastave jer ju smatraju nezanimljivom. Često je moguće čuti kako darovito dijete u velikom postotku karakteriziraju razvijene određene sposobnosti, poput opće inteligencije, inteligencije vezane uz matematiku, tehniku, glazbu ili književno umjetničko izražavanje. Osim toga, darovitost karakterizira neovisno izvršavanje zadataka, znatiželja i originalan način razmišljanja. Danas se sve više govori o darovitosti te kako je bez kvalitetnog rada prosvjetnih djelatnika, nemoguća učinkovitost škola i izvanškolskih odgojno-obrazovnih organizacija. Današnji postupci imaju utjecaj na stvaranje željene budućnosti za buduće generacije, stoga je potrebno putem odgoja i obrazovanja tretirati mlade kao buduće nositelje odluka. U ovome radu je provedeno istraživanje pomoći intervjua sa nastavnicima iz STEM područja. Ispitana su njihova razmišljanja i iskustva o identifikaciji, različitosti i karakteristikama darovitih učenika u nastavi te njihova mišljenja i preporuke o odgojno-obrazovnom sustavu u Republici Hrvatskoj. Rezultati istraživanja su nam pokazali kako se darovita djeca uvelike razlikuju od ostale djece, te je s njima potrebno puno rada i strpljenja jer brzo uče i stalno imaju nova pitanja. Odgojno-obrazovni sustav u Republici Hrvatskoj nije adekvatan za razvoj darovitih učenika jer rad s darovitom djecom nije lak, vrlo brzo napreduju na obrazovnom, društvenom i emocionalnom polju, pa je svakom pojedincu potreban individualan pristup, koji odgojno-obrazovni sustav ne omogućava, jer jedan program nije primjeren za svu darovitu djecu. |
| Abstract (english) | Giftedness is a set of traits that give an individual the ability to consistently achieve highly above-average results in one or more activities, so that these results represent a significant creative contribution to a particular area in which results are achieved. Children experience disinterest, boredom, lack of attention and they also interfere with other students' activities instead of paying attention to their classes because they find the class uninteresting. It is often possible to hear that a gifted child is largely characterized by certain developed abilities, such as general intelligence, intelligence related to mathematics, technique, music or literary artistic expression. In addition, giftedness is characterized by the independent execution of tasks, curiosity and an original way of thinking. Today, there is more and more talk about giftedness and how, without the qualitative work of educators, the efficiency of schools and out-of-school educational organizations is impossible. Today's actions have an impact on creating the desired future for future generations, so it is necessary to treat young people as future decision makers through education. In this paper, a survey of interviews with teachers from the STEM field was conducted. Their thoughts and experiences on the identification, diversity and characteristics of gifted students in teaching and their opinions and recommendations on the educational system in the Republic of Croatia were examined. The results of the research showed us that gifted children are very different from other children, and it takes a lot of work and patience with them because they learn quickly and constantly have new questions. The educational system in the Republic of Croatia is not adequate for the development of gifted students because working with gifted children is not easy, they progress very quickly in the educational, social and emotional field, so each individual needs an individual approach, which the educational system does not allow, the program is not suitable for all gifted children. |
