RESEARCH GIFTEDNESS

Introduction. The article deals with research giftedness as a kind of special giftedness. The specific features of research work (cognitive and extracognitive) that cause and stimulate the scientist's professional growth are revealed. Studying at school is considered as a prerequisite and an important stage in the manifesting and developing research giftedness. The purpose of the article is to reveal the nature and essence of research giftedness in the context of pedagogical settings, opportunities which have impact on its development. To achieve the purpose the following scientific methods were applied: analysis, retrospective analysis, interdisciplinary approach, biographical approach, typification, systematization. Results. The development of research giftedness in a set of specific giftedness was determined; the major elements were rationality, objectivity, analyticity, logic. In addition to cognitive abilities, gifted, talented researchers are characterized by extragocognitive abilities, namely: rich imagination, intuition, belief that research efforts are crowned with success, perseverance, dedication in the intensive study of unknown science phenomena and processes, creativity and flexibility in finding groundbreaking ideas, a sense of harmony and beauty of material objects and natural world, which can be unfolded in the process of its development. Originality. The problem of research giftedness is revealed completely: in a complex of its nature, essence, significance, general features, typical and untypical manifestations, peculiarities of development. Conclusion. The problem of identifying and developing research skills is strategically important to any aspiring community. Paying attention to the currency and immensity of this issue, we have been able to outline only the most important, key components of research giftedness. The development of research giftedness during sensitive age periods and its peculiarities in the process of education requires more detailed research.