Publication: Formación, conocimientos y evaluación personal del profesorado ante los alumnos de altas capacidades en el aula
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2016-11-28
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Universidad Complutense de Madrid
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Abstract
En nuestro país, el estudio de las altas capacidades presenta una corta tradición científica, si la comparamos con otros países pioneros como puede ser EE.UU. No es hasta la década de los años ochenta cuando García (1985) realiza una de las pioneras investigaciones en este campo, centrada en la identificación de escolares con superdotación en EGB. A partir de ese momento, se inician estudios sobre esta temática propulsados por distintas universidades españolas. En un principio, el concepto de superdotación surge vinculado al término inteligencia, pero durante el trascurso del S.XX adquiere un avance progresivo que le permite diferenciarse de la misma. Este hecho provocó que el término altas capacidades progresara desde una perspectiva unidimensional hasta una multidimensional, con sus consiguientes repercusiones. Una de ellas fue la aparición de multitud de vocablos, tales como altas capacidades, talentos, precocidad, genio, etc., los cuales deben ser definidos y explicados, con el fin de evitar su uso y aplicación como similares, cuando no lo son. En la actualidad y conforme a la actual ley educativa vigente, LOMCE, el término empleado debe ser el de altas capacidades. No obstante, en la presente investigación se ha usado también el vocablo superdotación, por estar éste último más generalizado entre los profesionales de la educación...
In our country, the study of gifted has a short scientific tradition, when compared with other leading countries such as USA. It is not until the late eighties, when Garcia (1985) takes one of the pioneering researches in this field, focused on the identification of giftedness in school with EGB (Spanish abbreviation for General basic education). Since then, studies on this subject have been initiated by different Spanish universities. At first, the concept of giftedness emerges linked to the intelligence term, but during the twentieth century there has been a progressive development that allowed differentiating between the both expressions. Based on this the term gifted progressed from a one-dimensional to a multidimensional perspective, with correspondent impacts. One was the emergence of a multitude of words, such as gifted, talented, precocious, genius, etc., which must be defined and explained in order to avoid in a first attempt its use and application as synonyms, when they are not. At present and according to the current educational law, LOMCE, the term used should be the high performing. However, this research has been used in a similar way with the term giftedness, being the latter more widespread among education professionals...
In our country, the study of gifted has a short scientific tradition, when compared with other leading countries such as USA. It is not until the late eighties, when Garcia (1985) takes one of the pioneering researches in this field, focused on the identification of giftedness in school with EGB (Spanish abbreviation for General basic education). Since then, studies on this subject have been initiated by different Spanish universities. At first, the concept of giftedness emerges linked to the intelligence term, but during the twentieth century there has been a progressive development that allowed differentiating between the both expressions. Based on this the term gifted progressed from a one-dimensional to a multidimensional perspective, with correspondent impacts. One was the emergence of a multitude of words, such as gifted, talented, precocious, genius, etc., which must be defined and explained in order to avoid in a first attempt its use and application as synonyms, when they are not. At present and according to the current educational law, LOMCE, the term used should be the high performing. However, this research has been used in a similar way with the term giftedness, being the latter more widespread among education professionals...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Psicología Evolutiva y de la Educación, leída el 13-01-2016