Abstract
- Abroms, K. (1985). Social giftedness and its relationship with intellectual giftedness. In J. Freeman (Ed.), The psychology of gifted children (pp. 201–218). Chichester: Wiley.
- Andreani, O., & Pagnin, A. (1993). Nurturing the moral development of the gifted. In K. Heller, F. Mönks, & H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 539–553). Oxford: Pergamon Press.
- Binfet, J. (1995, April). Identifying the themes in student-generated moral dilemmas. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
- Brooks, R. (1985). Delinquency among gifted children. In J. Freeman (Ed.), The psychology of gifted children (pp. 297–308). London: Wiley.
- Colangelo, N. (1982). Characteristics of moral problems as formulated by gifted adolescents. Journal of Moral Education, 11, 219–232.
- Gath, D., Tennent, G., & Pidduck, R. (1970). Psychiatric and social characteristics of bright delinquents. British Journal of Psychology, 116, 515–516.
- Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
- Janos, P., & Robinson, N. (1985). Psychosocial development in intellectually gifted children. In F. Horowitz & M. O’Brien (Eds.), The gifted and talented: Developmental perspectives (pp. 149–196). Washington, DC: American Psychological Association.
- Karnes, F., & Brown, K. (1981). Moral development and the gifted: An initial investigation. Roeper Review, 3, 8–10.
- Kohlberg, L. (1969). Stage and sequence: The cognitive-developmental approach to socialization. In D. A. Goslin (Ed.), Handbook of socialization theory and research (pp. 347–480.) Chicago: Rand McNally.
- Narvaez, D. (1993). High-achieving students and moral judgment. Journal for the Education of the Gifted, 16, 268–279.
- Pehkonen, L. (1999). Gender differences in primary pupils’ mathematical argumentation. In O. Zaslavsky (Ed.), Proceedings of the 23rd conference of the International Group for the Psychology of Mathematics Education, (Vol. 4, pp. 41–48) Haifa: Israel Institute of Technology.
- Raven, J. C., Court, J. & Raven, J. (1983). Manual for Raven’s Progressive Matrices and Vocabulary Scales. London: H. K. Lewis & Co.
- Rest, J. (1986). Moral development: Advances in research and theory. New York: Praeger.
- Straughan, R. (1975). Hypothetical moral situations. Journal of Moral Education, 4, 183–189.
- Strike, K. (1999). Justice, caring, and universality: In defense of moral pluralism. In M. Katz, N. Noddings, & K. Strike (Eds.), Justice and caring: The search for common ground in education (pp. 21–37). New York: Teachers College Press.
- Tan-Willman, C., & Gutteridge, D. (1981). Creative thinking and moral reasoning in academically gifted secondary school adolescents. Gifted Child Quarterly, 25, 149–153.
- Terman, L. (1925). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children. Stanford, CA: Stanford University Press.
- Tirri, K. (in press). The moral concerns and orientations of sixth- and ninth-grade students. Educational Research and Evaluation: An International Journal on Theory and Practice.
- Tirri, K. (1996, April). The themes of moral dilemmas formulated by preadolescents. Paper presented at the annual meeting of the American Educational Research Association, New York. (ERIC Document Reproduction Service No. ED 399046).
- Tirri, K., & Pehkonen, L. (1998, September). The moral reasoning of adolescents gifted in science: a case study. Paper presented at the annual conference of the European Conference on High Ability, Oxford, England. (ERIC Document Reproduction Service No. ED 429398).
- Toulmin, S. (1958). The uses of argument. New York: Cambridge University Press.
- Walker. L., de Vries, B., & Trevethan, S. (1987). Moral stages and moral orientations in real-life and hypothetical dilemmas. Child Development, 58, 842–858.
- Yussen, S. (1977). Characteristics of moral dilemmas written by adolescents. Developmental Psychology, 13, 162–163.
- Zohar, D., & Marshall, I. (2000). SQ-Spiritual intelligence the ultimate intelligence. London: Bloomsbury.
- Volume 13
- Issue 3
- Publication Date: Spring 2002
The Moral Reasoning and Scientific Argumentation of Gifted Adolescents
Kirsi Tirri and Leila Pehkonen
The purpose of this study was to explore the moral reasoning and scientific argumentation of Finnish adolescents who are gifted in science. The pupils (N = 31) participated in the gifted program at the University of Helsinki. The general intellectual ability of these students was measured by the Raven test (SMP), and their moral reasoning was measured by the Defining Issues Test (DIT). In qualitative essays and interviews, the pupils were asked to identify moral dilemmas in science and provide solutions to them. Pupils’ argumentation skills were analyzed with the model developed by Toulmin (1958). Two illustrative cases of students who had either average or high scores in the DIT are presented with qualitative analysis of their argumentation in solving a moral dilemma in archeological studies in graves. The findings show that the students identified different relevant aspects in discussing the same moral dilemma. Furthermore, the principles and values used in solving the dilemma reveal qualitative differences in students’ moral sensitivity.
Cart Summary
Your cart is empty.