20.500.12556/DKUM-93509 Using differentiation strategies for gifted pupils in primary school science classes Uporaba strategij diferenciacije za nadarjene učence pri začetnem poučevanju naravoslovja The aim of this study was to determine the extent to which gifted pupils receive differentiated instruction in primary school science classes, which of the differentiated instruction strategies are used by teachers and how often. The survey sample included 134 primary school teachers. The results show that teachers frequently use questioning and thinking activities but make only minor modifications in the regular curriculum to meet the needs of gifted pupils. Gifted pupils rarely engage in activities such as providing challenges and choices, differentiated reading and writing assignments, individually set work, activities involving curriculum modification, and enrichment centres. The aim of this study was to determine the extent to which gifted pupils receive differentiated instruction in primary school science classes, which of the differentiated instruction strategies are used by teachers and how often. The survey sample included 134 primary school teachers. The results show that teachers frequently use questioning and thinking activities but make only minor modifications in the regular curriculum to meet the needs of gifted pupils. Gifted pupils rarely engage in activities such as providing challenges and choices, differentiated reading and writing assignments, individually set work, activities involving curriculum modification, and enrichment centres. gifted pupils differentiation primary school science class development of pupils’ competences nadarjeni učenci diferenciacija začetno poučevanje naravoslovja nadarjeni učenci razvoj študentskih kompetenc true false true Univerzitetna založba Univerze v Mariboru Angleški jezik Slovenski jezik Znanstveno delo 2025-06-30 12:47:22 2025-06-30 12:54:34 2025-07-01 03:09:45 0000-00-00 00:00:00 2021 0 0 Str. 281-301 št. 3 Letn. 14 sep. 2021 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 2020-12-14 2021-09-30 376-056.45:5 91599875 10.18690/rei.14.3.281-301.2021 1855-4431 Letina_2021_Using_Differentiation_Strategies.pdf Letina_2021_Using_Differentiation_Strategies.pdf 1 86410668FD6319B4E7F9F311FAA2A37C df30342b8f0c22708b37219bdc75e691926b458f61297dda9a8920745c0fc931 5b84c6f8-55a0-11f0-aeca-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=192948 https://doi.org/10.18690/rei.14.3.281-301.2021 0 83ad10fc-55a0-11f0-aeca-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=192949 Univerzitetna založba Univerze v Mariboru Pedagoška fakulteta Revija za elementarno izobraževanje 0 0 0