- Шуленок, Олександр Сергійович (orcid.org/0000-0001-5268-2726) (2025) Basic Approaches to Developing Scientific Thinking in Gifted Students Education and Development of Gifted Personality, 3 (98). pp. 35-39. ISSN 2309-3935
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Abstract
The article examines the main approaches to the development of scientific thinking in gifted students, emphasizing the importance of integrating different pedagogical strategies in the modern educational process. It highlights the relevance of this problem in the context of the growing role of scientific literacy, critical thinking, and research competence in the training of future generations. The analysis of scientific literature has shown that researchers around the world actively address issues of fostering creativity, problem-solving skills, and innovative thinking in students. However, the practical implementation of these approaches in school and extracurricular education requires further elaboration. The study identifies and characterizes five main approaches that significantly contribute to the development of scientific thinking in gifted students: activity-based, problem-oriented, information and communication, student-centered, and interactive. The activity-based approach focuses on engaging students in practical research activities, experiments, and scientific projects, which fosters their independence and ability to conduct systematic investigations. The problem-oriented approach creates situations of cognitive uncertainty that encourage students to search for solutions, participate in debates, and tackle interdisciplinary challenges, thus forming critical and innovative thinking skills. The information and communication approach emphasizes the role of digital tools and technologies, including online databases, virtual laboratories, and educational platforms. It develops students’ information literacy, skills in data analysis, and the ability to present research results effectively. The student-centered approach recognizes individual abilities and provides opportunities for personalized learning paths, mentorship, and participation in international competitions, which enhance motivation and sustain long-term scientific interest. The interactive approach is based on communication and collaboration, manifested in group projects, scientific conferences, round tables, and summer schools. It promotes the formation of academic culture, teamwork, and the ability to argue and defend one’s ideas in a scientific community. The results of the study confirm that the integration of these approaches creates favorable conditions for the holistic development of scientific thinking in gifted students. Combining them allows for the formation of a broad spectrum of research skills, fosters creativity, and ensures readiness for independent scientific activity. The conclusions stress the need for further development of methods for evaluating scientific thinking and creating educational models adapted to the challenges of digitalization. Future research should be aimed at designing effective educational strategies that ensure not only the acquisition of knowledge but also the development of intellectual autonomy and innovative potential in gifted students.
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