Renzulli, J. S. (2005). The Three-Ring Conception of Giftedness: A Developmental Model for Creative Productivity. In: R. Sternberg, & J. Davidson (Eds.), Conception of Giftedness (pp. 53- 92). Cambridge: University of Cambridge.

http://dx.doi.org/10.1017/CBO9780511610455.015

has been cited by the following article:

• TITLE: Creativity and Complex Thoughts of Gifted Students from Contributions of Edgar Morin and Rudolf Steiner

  AUTHORS: Fernanda Hellen Ribeiro Piske, Tania Stoltz, Ettiène Guérios, Samarah Perszel de Freitas

  KEYWORDS: Gifted Students, Complexity, Creativity, Rudolf Steiner, Edgar Morin

  JOURNAL NAME: Creative Education, Vol.7 No.15, September 27, 2016

  ABSTRACT: This study aims to highlight the importance of creativity in education of gifted children. Gifted students are generally individuals that talk with uncertainty because they are always looking for solutions and discoveries for their varied researches in their area of interest. These students need educational practices that develop creativity and enable to incite their complex thinking. These practices require measures that instigate their curiosity and promote activities that represent challenges during classes. Creativity is essential for their education because the development of creativity in teaching can generate possibilities of well-being for it arouses curiosity, excitement and desire to learn from each individual. It is important that teachers are prepared to attend these children and encourage gifted students to have a creative and autonomous spirit and exercise a critical and reflective thinking about the process of teaching and learning.