What does it mean to be gifted in geography education? A systematic review

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F25%3A00143050" target="_blank" >RIV/00216224:14410/25:00143050 - isvavai.cz</a>

Výsledek na webu

<a href="https://doi.org/10.37040/geografie.2025.017" target="_blank" >https://doi.org/10.37040/geografie.2025.017</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.37040/geografie.2025.017" target="_blank" >10.37040/geografie.2025.017</a>

Jazyk výsledku

angličtina

Název v původním jazyce

What does it mean to be gifted in geography education? A systematic review

Popis výsledku v původním jazyce

This systematic review examines what it means to be geographically gifted within geography education. It asks how geographical giftedness is defined in the literature and what manifestations or performances are attributed to gifted students. Following the PRISMA 2020 approach, eight key publications were identified through database searches and snowballing, and analysed using hybrid content analysis. The results show that the concept of geographical giftedness is ambiguously defined and often overlaps with general cognitive abilities or with curriculum requirements. The analysis identifies six thematic areas of giftedness in geography: difficulties in defining and anchoring the concept; manifestations of gifted, bright, or intelligent students; criteria for their identification; educational strategies for stimulation and recognition; the role of the Geography Olympiad in identification; and the Olympiad’s potential in fostering giftedness. The review highlights the need for a systematic definition, valid identification strategies, and effective support for geographically gifted students.

Název v anglickém jazyce

What does it mean to be gifted in geography education? A systematic review

Popis výsledku anglicky

This systematic review examines what it means to be geographically gifted within geography education. It asks how geographical giftedness is defined in the literature and what manifestations or performances are attributed to gifted students. Following the PRISMA 2020 approach, eight key publications were identified through database searches and snowballing, and analysed using hybrid content analysis. The results show that the concept of geographical giftedness is ambiguously defined and often overlaps with general cognitive abilities or with curriculum requirements. The analysis identifies six thematic areas of giftedness in geography: difficulties in defining and anchoring the concept; manifestations of gifted, bright, or intelligent students; criteria for their identification; educational strategies for stimulation and recognition; the role of the Geography Olympiad in identification; and the Olympiad’s potential in fostering giftedness. The review highlights the need for a systematic definition, valid identification strategies, and effective support for geographically gifted students.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Geografie

ISSN

1212-0014

e-ISSN

2571-421X

Svazek periodika

130

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

25

Strana od-do

469-493

Kód UT WoS článku

001643260000004

EID výsledku v databázi Scopus

2-s2.0-105024574027