Learning acceleration for gifted students: Favorable and unfavorable arguments
This paper analyzes acceleration in education as a practice for meeting the educational needs of gifted students, and points out favorable and unfavorable arguments on the use of this practice. Acceleration is an educational practice consisting of several teaching strategies designed to encourage ac...
| Main Authors: | , |
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| Format: | Others |
| Language: | Español |
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Pontificia Universidad Católica del Perú
2012
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| Online Access: | http://revistas.pucp.edu.pe/index.php/psicologia/article/view/2634/2581 http://repositorio.pucp.edu.pe/index/handle/123456789/102530 |
| Summary: | This paper analyzes acceleration in education as a practice for meeting the educational needs of gifted students, and points out favorable and unfavorable arguments on the use of this practice. Acceleration is an educational practice consisting of several teaching strategies designed to encourage academically gifted students and reduce their time spent in school. It promotes faster learning by matching the curriculum to the student’s level of knowledge, interest and motivation. There are several arguments in favor of acceleration, such as the improvement of academic performance, self-esteem and student’s social adjustment. However, educators are reluctant to implement this practice, arguing that students may be immature or lose part of the content of the regular curriculum. === Se analiza la aceleración de la enseñanza como práctica de atención a las necesidades educacionales de alumnos superdotados y se presentan argumentos favorables y contrarios. La aceleración de la enseñanza es una práctica educacional compuesta por diversas estrategias para estimular al alumno académicamente superdotado y reducir su tiempo de permanencia en la escuela. Promueve un aprendizaje más rápido al equiparar el currículum al nivel de conocimiento, interés y motivación. Son varios los argumentos a favor de la aceleración, como mejora del desempeño académico, la autoestima y el ajuste social del alumno. Sin embargo, educadores se resisten a implementar esta práctica alegando que los alumnos pueden ser inmaduros o perder parte del contenido del currículum regular. |
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