Πρόταση Προγράμματος Εκπαίδευσης Χαρισματικών Μαθητών στη Φυσική στην Ελλάδα

Abstract

In the last years the educational and scientific community has internationally accepted the need of figuration of specialized educational programs for gifted students. The result is the formation of a huge variety of educational programs. Even though the programs are based on different models and theoretical approaches that have to do with the charisma, most of them tend to respond to the following expectations: to be personalized and be based on the needs and abilities of the student, to aim to the enrichment (Feldhusen, 1982), to require collective and personal research (Feldhusen, Kollof, 1988), to use versatile educational methods, to strengthen the solution of a problem in realistic circumstances (Hatzouli, 2016), to allow the autonomy and to encourage to the selfguidness(Feldhusen, Wyman, 1980, Feldhusen, Ruckman, 1988), to strengthen the capabilities of communicating (Kaplan, 1974) and socializing (Feldhusen, Sokol, 1982).

Some programs, which have been carried out in Europe and America in the field of Natural Sciences (Summer 2017 , based on Julian Stanley, founder of C.T.Y., Johns Hopkins), are presented in this project. The aim of these enriching programs is to make the students capable of having an introspective observation of the environment, forming assumptions and conclusions through experiments in order to understand in depth the natural world.

Finally, a proposition for the enrichment of the program for the Natural Sciences, which is addressed to the gifted students in Greece, is lodged. This program can be carried out weekly in two-hour lasting meetings and  be completed within 7 weeks. The implementation of the program could be either in a public daylong school, in Physics lab or in a Saturday's lab. This program is addressed to students, who, regardless of age, are in the fifth grade of elementary school in terms of knowledge. The program aims to the development of the skill of problem solving, the fan of critical thinking, the thinking with perspective, the making of an original product, the control of the assumptions, the prediction, the different perspective, the self-reflection, the penetration of knowledge (Feldhusen, 1982, Feldhusen, Kolloff, 1988, Feldhusen, Wyman, 1980, Feldhusen, Ruckman, 1988, Kaplan, 1974, Feldhusen, Sokol, 1982, Hatzouli, 2016, Feldhusen, 1982, Felhusen, Wyman, 1980).