Teori Pintar Cerdas & Berbakat ( KBC3013 )

1. TeoriPintarCerdas & Berbakat(KBC3013)

2. SEPINTAS LALU

3. Sebelum Masihi ke Zaman Renaissance • Zaman Dinasti Tang, China – kanak-kanak genius diperintahkan menghadap raja untuk diberikan pendidikan khusus. • Plato – menyokong usaha memberikan pendidikan khusus kepada “intellectually gifted” lelaki dan perempuan muda. • Sepanjang Zaman Renaissance – mereka yg menunjukkan bakat kreatif di dalam seni, seni bina, dan sastera yang di sokong/ dibiayai oleh kedua-dua kerajaan dan penanung persendirian.

4. Sir Francis Galton • Antara kajian barat terawal tentang kefungsian tertinggi (high function) manusia • Membangun & menyusunkan pengukuran terhadap kebolehan intelektual semula jadi ke atas 7, 500 individu. • Dalam kajian tersebut, beliau dapati – “if a parent deviates from the norm, so will the child, but to a lesser extent.” • Percaya manusia dapat ditingkatkan melalui melalui engineered heredity, satu movement yang dinamakan eugenics. • Menggunakan istilah “eminence” untuk “the most intelligent and talented people” • Mendapati one's eminence was directly related to his direct hereditary line (dlm kajian England's most prominent families)

5. Alfred Binet • Pernah diminta untuk mencari cara/kaedah untuk mengenalpasti murid yang mempunyai “masalah” di sekolah. • Dari situ, idea mewujudkan age norms dan membandingkannya dengan mental norms berlaku.

6. William Stern • Telah memberikan cadangan yang lebih baik melalui formula matematik: child’s mental age divide by child’s chronological age dan darab 100, maka terhasillah quotient of intelligent. Lewis Terman • Di Stanford University (1916), Lewis Terman telah mengadaptasikan Alfred Binet’s intelligence test kepada Stanford-Binet test, dan telah mencipta istilah “intelligence quotient” (IQ). • Menurut Terman, “the IQ was one's mental age compared to one's physical age, as compared to a sampling of other people within one's age range”.

7. TEORI

8. Developmental Theories of Intelligence • Piaget – Intelligent • Theorist • -Nonuniversal Theory – • Feldman Psychosocial Theories of Giftedness -Overexcitability Theory – Dabrowski -Renzulli Theory – Renzulli -Tannenbaum’s Theory – Tannenbaum TEORI Cognitive Theories of Intelligence -Multiple Intelligence Theory (MI) – Howard Gardner -Triarchic Theory – Robert Stenberg Comprehensive Theories -Feldhusen’s TIDE Model – Feldhusen -Gagne’s Differentiated Model of Giftedness and Talent – Gagne

9. Piaget – Intelligent Theorist • Intelligence is “the state of equilibrium towards which tend all the successive adaptations of a sensorimotor & cognitivr nature, as well as all assimilatory & accommodatory interactions between the organism & environment” • Focused on qualitative changes in development of perception, understanding & environmental functioning. • Hierarchies of development – sensorimotor, preoperational, concrete operational, formal operational – viewed as ways of thinking, not as what the person knew • The person reaches state of equilibrium through – the processes of assimilation & accommodation

10. Nonuniversal Theory – Feldman • Concerns the development of the intellect that explains “transitions & transformations in understanding & extending bodies of knowledge, acquisition of expertise & creative advances in knowledge”. • Propose a continuum of developmental domain ranging across: - universal - pancultural - discipline base - idionsyncratic - unique

11. Multiple Intelligence Theory (MI) – Howard Gardner Logical- mathematical musical Verbal-linguistic spatial MI existential Bodily- kinesthetic intrapersonal interpersonal naturalist

12. Triarchic Theory – Robert Stenberg • Individuals with intelligence are able to monitor their internal thinking processes; that is they can show metacognitive ability in an executive manner • Individual who shows intelligence can produce novel products – often made after a person learns something to the point where it is automatic& this is the creative subprocess • Intelligent individuals also have the ability that is often called “common sense”. • Proposed triarchic theory with 3 subprocesses ;

13. Overexcitability Theory - Dabrowski • It is a theory of emotional development – particularly suitable for an understanding of giftedness. • People develop through a series of stages brought on by +ve maladjustment • Proposed 5 types of “overexcitabilites” predictive of developmental potential: Psychomotor Sensual Intellectual Imaginational Emotional

14. Renzulli Theory – Renzulli • Gifted behaviors reflects an interaction among 3 basic clusters of human traits: above-average general &/ specific abilities, high levels of task commitment & high levels of creativitiy. • Individuals capable of developing gifted behavior are those: - possessing/ capable of developing this composite set of traits & - applying them to any potentially valuable area of performance (general & specific performance areas)

16. Tannenbaum’s Theory – Tannenbaum • Tannenbaum called giftedness – psychosocial phenomenon. • His definition encompassed 5 factors: 1) a “sliding scale” of general intelligence, 2) special ability, 3) nonintellective factors, 4) environmental factors, 5) chance factors. • Each of these has static & dynamic dimensions. • There 2 types of gifted people: 1) performance – perform staged artistry & human services 2) producers – produce thoughts & tangibles

18. Feldhusen’s TIDE Model • Feldhusen sees talents as being genetically induced – those who will demonstrate talent showing that talent in precocious behavior. • Motivation, style, & ability are environmentally influenced. • Insight, knowledge, & skills in thinking creatively are essential in realization of specific talents. • There are 4 domains of talent with specific subcategories: 1) academic/ intellectual 2) artistic 3) vocational-technical 4) interpersonal/social

19. Gagne’s Differentiated Model of Giftedness and Talent • Talent – the developmental product of an interaction between aptitudes & interpersonal & environmental catalysts. • Gagne has delineated 5 general fields of talents; 1) academic 2) technical 3) artistic 4) interpersonal 5) athletic • The domains of giftedness are: intellectual, creative, socioaffective & psychomotor.

22. Rujukan: Delisle & Galbraith. 2002. When Gifted Kids Don’t Have All The Answers. Free Spirit Publishing Inc: Minneapolis, United States. Pirto. 1999. Talented Children and Adults: Their Development and Education, Second Edition. Prentice-Hall, Inc: New Jersey, United States.

23. TERIMA KASIH !!