Neuroscience, “Giftedness” and Implications for Curriculum

Abstract

The present article briefly reviews a group of disciplines belonging to neuroscience and discusses potential educational implications for children and adolescents labeled as gifted. A short structural and functional introduction highlights the main points of the human nervous system which works as a background to bridge the gap between neuroscience, “giftedness” and creativity. Some basic evolutionary and biological characteristics findings are speculated to be in the origin of neural circuits underlying innate capacities related to learning and memory. It is discussed how information is codified in brain regions and the possible ways gifted students make cognitive links and analogies particularly on mathematical reasoning. Developmental stages and neural plasticity are analyzed and which is the role played by genetics connected to environmental experiences which may be on the gist of “giftedness”. Identification methods are listed to evaluate presumed gifted children and adolescents. A chart compares characteristics peculiar to prodigies and savant children. A list of suggested questions are presented for further research which may bring insights how the brain process information having in mind educational implications with examples for biology teaching.