Triad Analysis Of Ukrainian Research On Children’s Giftedness
DOI:
https://doi.org/10.31874/2309-1606-2026-32-1-3Keywords:
giftedness, triad model, asynchronous evolution, conceptual change, educational ecosystem, talent development, Ukrainian education, knowledge organisationAbstract
Relevance. Giftedness research has produced a rich plurality of perspectives, yet the field lacks a unified framework that can account for the dynamic, multi‑layered nature of gifted development. The purpose. This article offers a novel synthesis by introducing the triad model, originally developed in the philosophy of science, as a comprehensive framework for conceptualising and fostering giftedness. Methods. Drawing on seven recent Ukrainian studies and the extensive international literature cited therein, we demonstrate that the triad model uniquely integrates the ontological, cognitive-structural, social-leadership, evolutionary, creative-integrative, methodological, and quantitative-assessment dimensions that have so far been treated in isolation. The model posits that any mature concept (including giftedness) consists of three co‑evolving components: the the referential domain and resources of giftedness Base (B); the the symbolic and cognitive frameworks used to describe and nurture it Representation (R); and the procedural, theoretical, and institutional mechanisms Linkage (L) that connect B and R. Novelty. We introduce the principle of asynchronous evolution, which explains how the three components change at different rates, creating both continuity and transformative shifts in educational practice. By applying this framework to the Ukrainian context and synthesising findings from the seven foundational studies, we show how it resolves the fragmentation in current research, provides a theoretical foundation for national talent development systems, and offers actionable guidelines for curriculum design, teacher training, and policy. Conclusion. A shift in research from static definitions to dynamic ecosystems of gifted development is needed, as well as the practical tools, including illustrative scenarios, a teacher’s guide, and an empirical research agenda, to facilitate implementation.
References
Ambrose, D., Sternberg, R. J., & Sriraman, B. (Eds.). (2012). Confronting dogmatism in gifted education. New York, NY: Routledge.
Belkheiri, N., & Kuznetsov, V. (2026). From the triplet to the triad model of scientific concepts: A new methodological framework for understanding conceptual evolution in science education. Culture, science, education: meaningful life values in modern conditions: materials of the VII International Interdisciplinary Scientific and Practical Online Conference (Kyiv, March 25–31, 2026). Kyiv: Institute of Gifted Children, National Academy of Educational Sciences of Ukraine. P. 165–174. DOI: https://doi.org/10.63437/978-617-7734-51-1-2026-1736
Bühler, K. (1930). Die geistige Entwicklung des Kindes. Jena: Gustav Fischer. [in German].
Bybee, R. W., et al. (2006). The BSCS 5E Instructional Model: Origins, Effectiveness and Applications. Full Report. Colorado Spripgs, CO: BSCS. https://fremonths.org/ourpages/auto/2008/5/11/1210522036057/bscs5efullreport2006.pdf
Claparède, E. (1931). L’éducation fonctionnelle. Paris: Delachaux & Niestlé.
Dai, D. Y. (2010). The nature and nurture of giftedness: A new framework for understanding gifted education. New York: Teachers College Press.
Dai, D. Y., & Chen, F. (2013). Three paradigms of gifted education: In search of conceptual clarity in research and practice. Gifted Child Quarterly, 57(3), 151–168. https://www.semanticscholar.org/paper/Three-Paradigms-of-Gifted-Education-Dai-Chen/717c961dbaf05c2939942da4588c7521b673df87
diSessa, A. A. (2006). A history of conceptual change research: Threads and fault lines. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 265–281). New York, NY: Cambridge University Press.
Dovha, M. I., Horboryukov, V. V., & Prykhodniuk, V. V. (2025). Rating of gifted students as a tool for monitoring development and improving the educational environment [in Ukrainian]. Education and development of gifted personality, (1(96), 34–42. DOI: https://doi.org/10.63437/2309-3935-2025-1(96)-05
Feest, U., & Steinle, F. (Eds.). (2012). Scientific concepts and investigative practice. Berlin, Boston: De Gruyter.
Frege, G. (1892). Über Sinn und Bedeutung. Zeitschrift für Philosophie und philosophische Kritik, 100, 25–50. https://amor.cms.hu-berlin.de/~h2816i3x/Lehre/2006_UE_Klassiker_Semantik/01_Frege_Sinn&Bedeutung.pdf
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books. https://dspace.sxcjpr.edu.in/jspui/bitstream/123456789/720/1/Howard%20Gardner%20-%20Frames%20of%20Mind_%20The%20Theory%20of%20Multiple%20Intelligences-Basic%20Books%20%282011%29%20%281%29.pdf
Gilbert, J. K., & Justi, R. (2016). Modelling-based teaching in science education. Basel, Switzerland: Springer. DOI: https://doi.org/10.1007/978-3-319-29039-3
Hjørland, B. (2002). Domain analysis in information science: Eleven approaches traditional as well as innovative. Journal of Documentation, 58(4), 422–462.
Köhler, W. (1925). The mentality of apes. (E. Winter, Trans.). New York: Harcourt, Brace & Co.
Kolmogorov, A. N., & Dragalin, A. G. (1982). Introduction to mathematical logic [in Russian]. Moscow: Moscow University Press. [in Russian].
Kovalchuk, Yu. (2025). Ontology of giftedness: The resource dimension (part 1) [in Ukrainian]. Education and Development of Gifted Personality, 4(99), 22–27. DOI: https://doi.org/10.63437/3083-6425-2025-4(99)-03
Kuhn, T. S. (2012). The structure of scientific revolutions (50th anniversary ed.). Chicago: University of Chicago Press. https://eclass.uoa.gr/modules/document/file.php/ECD433/ME%CE%98%CE%9F%CE%94%CE%9F%CE%9B%CE%9F%CE%93%CE%99%CE%91/The%20Structure%20of%20Scientific%20Revolutions%2C%2050th%20Anniversary%20Edition%20by%20Thomas%20S.%20Kuhn%20%28z-lib.org%29.pdf
Kuznetsov, V. (1997a). Concept and its structures: Methodological analysis. Kyiv: Institute of Philosophy, National Academy of Sciences of Ukraine. https://www.researchgate.net/publication/282734461_Ponatie_i_ego_struktury_Metodologiceskij_analiz_-_Kiev_In-t_filosofii_NAN_Ukrainy_1997_-_VII_238_c_A_Concept_and_Its_Structures_The_Methodological_Analysis_In_Russian_Content_Abstract_and_Summary_in_E [in Russian].
Kuznetsov, V. (1997b). On triplet classification of concepts. Knowledge Organization, 24(3), 163–175. https://scispace.com/pdf/on-triplet-classification-of-concepts-4aji0uizol.pdf
Kuznetsov, V. (2003). The triplet modelling of concept connections. In A. Rojszczak, J. Cachro, & G. Kurczewski (Eds.), Philosophical dimensions of logic and science (pp. 317–330). Dordrecht: Kluwer. https://www.researchgate.net/publication/315779826_The_Triplet_Modeling_of_Concept_Connections
Kuznetsov, V., & Kuznetsova, E. (1998). Types of concept fuzziness. Fuzzy Sets and Systems, 96(2), 129–138. DOI: https://philarchive.org/archive/KUZTOC
Mercer, N. (1995). The guided construction of knowledge: Talk amongst teachers and learners. Clevedon, England: Multilingual Matters.
Milenina, M. & Fluhrant, S. (2025). Verbal giftedness and responsibility in speech: rhetorical and homiletic dimensions [in Ukrainian]. Education and Development of Gifted Personality, 4(99), 70–36. DOI: https://doi.org/10.63437/3083-6425-2025-4(99)-09
Onopchenko, H. V., & Onopchenko, O. V. (2025). An integrated model of creativity development in the educational environment of scientific institutions [in Ukrainian]. Education and Development of Gifted Personality, 3(98), 28–34. DOI: https://doi.org/10.63437/3083-6425-2025-3(98)-04
Piaget, J. (1954). The construction of reality in the child. (M. Cook, Trans.). New York: Basic Books.
Piddiachyi, M. I. (2025). The essence of the concept of scientific thinking of gifted students, its characteristics, features and structural components [in Ukrainian]. Education and Development of Gifted Personality, 3(98), 5–12. DOI: https://doi.org/10.63437/3083-6425-2025-3(98)-01
Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60(3), 180–184. https://www.researchgate.net/publication/234665343_What_Makes_Giftedness_A_Reexamination_of_the_Definition
Selz, O. (1913). Über die Gesetze des geordneten Denkverlaufs. Stuttgart: Spemann. [in German]
Shulenok, O. S. (2025). Basic approaches to the development of scientific thinking of gifted students [in Ukrainian]. Education and Development of Gifted Personality, 3(98), 35–42. DOI: https://doi.org/10.63437/3083-6425-2025-3(98)-05
Smith, E. E., & Medin, D. L. (1981). Categories and concepts. Cambridge, MA: Harvard University Press.
Spearman, C. (1904). General intelligence, objectively determined and measured. American Journal of Psychology, 15(2), 201–293. http://digamoo.free.fr/spearman1904b.pdf
Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press. https://www.positivedisintegration.com/SternbergLubart1995.pdf
Taber, K. S. (2019). Foundations for teaching chemistry: Chemical knowledge for teaching. Abingdon, Oxon.: Routledge. DOI: https://doi.org/10.4324/9781351233866
Terman, L. M. (1925). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children. Stanford: Stanford University Press. https://dn790003.ca.archive.org/0/items/geneticstudiesof009044mbp/geneticstudiesof009044mbp.pdf
Tkachenko, L. I. (2025). Social thinking as a component of the leadership paradigm of gifted personality development [in Ukrainian]. Education and Development of Gifted Personality, 4(99), 42–49. DOI: https://doi.org/10.63437/3083-6425-2025-4(99)-05
Voischvillo, E. K. (1989). Concept as a form of thinking: logical-gnoseological analysis. Moscow: Moscow State University Publishing House. [in Russian].
Voloshchuk, R. I. (2025). Theoretical analysis of the problem of realising resources for the development of scientific thinking of gifted students in the information educational environment [in Ukrainian]. Education and Development of Gifted Personality, 4(99), 49–56. DOI: https://doi.org/10.63437/3083-6425-2025-4(99)-06
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Cambridge, Mass.; London: Harvard University Press. https://home.fau.edu/musgrove/web/vygotsky1978.pdf
Wallas, G. (1926). The art of thought. New York, NY: Harcourt, Brace and Co. ://archive.org/details/theartofthought
Ziegler, A., & Phillipson, S. N. (2012). Towards a systemic theory of gifted education. High Ability Studies, 23(1), 3–30. DOI: https://doi.org/10.1080/13598139.2012.679085
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication;
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
