Abstract:

This article intends to outline KamiScience (Pustak, 2019) as a constructive method which enhances the creative potentials of learners. The concept of this method has been discussed in former publications (Pustak, 2020; Pustak & Zavertanik, 2020) in relation to inquiry-based learning which as such is known as a method promoting giftedness (ÖZBF,2017). This publication aims to draw the readers’ attention on KamiScience as a constructive method which can be related to various models and theories concerning giftedness (Renzulli, 1986; Gardner (Eisenbart, 2004)) and creativity (Csikszentmihalyi, 1996). The findings of this article are based on the research project "Auf den Spuren von Albert - Ein Theaterstück als Impuls zum forschenden Lernen" [https://www.ph-online.ac.at/ phst/ wbLDB.detailLeistung? pOrgNr=18516&pIdentNr=&pLstNr=1841].

Divided in two major parts, the article starts sketching out the theoretical background to discuss the criteria of KamiScience and profoundly root it in models and theories on giftedness. Amongst these models and theories are: Renulli’s Three Ring Model, Gardner theory of multiple intelligences and the concept of creativity (Csikszentmihalyi, 1996). Elements of the KamiScience Story will be analysed to point out their relevance according to Gardner’s concept of multiple intelligences. Furthermore, the role of learning products in enhancing giftedness will be outlined.

In the second part of the article, the KamiScience Poster will be established as a learning product. By giving examples from the data collected during the research project, insight will be provided as far as the talent fostering quality of this method is concerned. Finally, a practical approach will be taken to provide step-by-step instructions for teachers who intend to use this method. In addition, guidelines will be outlined of how to spot talents in KamiScience Posters.

References:
[1] Csikszentmihalyi, M. (1996). Kreativität. Wie Sie das Unmögliche schaffen und Ihre Grenzen überwinden. Stuttgart: Klett-Cotta.
[2] Keller, P. (2016). Differenzieren mit Gardner's Intelligenzen.
[3] Müller-Opplinger, V. (2014). Selbstlernarchitekturen zu selbstgesteuerter Begabungsförderung. In G. Weigand, A. Hackl, V. Müller-Opplinger & G. Schmid (Hrsg.), Personenorientierte Begabungsförderung. Eine Einführung in Theorie und Praxis. Beltz Verlag: Weinheim und Basel. S. 115-136.
[4] Palmsdorfer, B. & Zimmermann-Engel, A. (Hrsg.) (2018). Begabungen im Fokus. Tools zur Dynamisierung von Unterricht. praxisnah und umsetzbar. Stadtschulrat für Wien und Verein Talente OÖ: Wien.
[5] Pustak, S. (2019). Albert und Albertina erforschen Steine. KamiScienceStory, Picture Cards & Materials. Graz: bnb-edutrainment.
[6] Pustak, S. (2020). KamiScience. Reflexive Analyse des Potenzials der Erzähltheaterform Kamishibai beim forschend entdeckenden Lernen anhand eines konkreten Beispiels aus der Praxis. In S. Pustak & S. Luttenberger (Hrsg.). entdecken. forschen. Fördern. Forschendes Lernen in Theorie und Praxis – von der Hochschuldidaktik bis zur Elementarpädagogik. PHSt Studienbuchreihe Band 12. Graz: Leykam
[7] Renzulli, J. S. (1986, 2005): The three-ring conception of giftedness: A developmental model for creative productivity. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 332-357). New York: Cambridge University Press.
[8] Salner-.Gridling, I. (2009). Querfeldein: individuell lernen - differenziert lehren. özeps.
[9] Urban, K. (2007). 25 Anregungen zur Kreativitätsförderung.

Keywords:

Giftedness, constructive learning, innovation, learning product, didactics.