Cognitive style of the gifted and didactic instructions

Abstract

Since didactics has not yet found clear and unambiguous answers to questions dealing with individual differences, with the possibilities for encouraging development and the suitability of a specific guidance style with regard to the cognitive needs of the individual, we are trying to approach cognitive functioning from a different angle, via cognitive style. The creative potential can be encouraged and flexible knowledge structures can be developed if the characteristics of cognitive style are taken into account. The concept of cognitive style is closely connected with the theories on creativity, which at the end of the previous century tried to explain the creative process in learning and problem solving with non-cognitive factors. They acknowledged that the creative personality had to be considered much more broadly than just within the giftedness level context or favourable environmental circumstances. The author presents the results of a study, where she tries to establish the relations between didactic instructions and the cognitive style of the gifted in the acquisition of knowledge with creative learning strategies. She claims that it is possible to structure didactic instructions in line with the characteristics of cognitive style and in this way encourage the creativity of the gifted.