GIFTED STUDENTS IN A REGULAR PRIMARY-SCHOOL CHEMISTRY CLASSROOM IN ŠUMADIJA DISTRICT (SERBIA) – OPPORTUNITIES AND MEETING THE NEEDS FOR FURTHER DEVELOPMENT

Abstract

Gifted students have a range of unique abilities interwoven with the higher levels of creativity
and motivation that differentiates them from the most peers in their distinctive learning and
understanding abilities. In order for gifted students to fully develop their abilities, the teaching
environment must be tailored to meet their special needs by implementing higherorder
cognitive tasks in learning activities, so that the lack of challenge and boredom doesn’t
trigger some negative outcomes in the terms of disinterest, becoming disengaged and unmotivated,
which ultimately leads to unfulfillment of student’s potentials and underachieving (Taber, 2015).
In Šumadija district gifted children have the opportunity to enroll in regular schools or be grouped
in specialized classrooms by abilities (chemistry/biology; physics; mathematics; informatics).
Also, gifted students can participate in a various afterschool activities intended for high-achieving
and gifted students, such as Regional Centre for Talented – Kragujevac, workshops organized by
Faculty of Science – Kragujevac and Petnica Science Centre – Valjevo. The main goal of this
paper is to examine the position of gifted students in chemistry in our district and to evaluate real
circumstances and opportunities that are presented to students through our educational system.