ABSTRACT This qualitative case study investigated gifted elementary students’ (N = 24) perceptions of studying a one-semester leadership course based on the Multidimensional Curriculum Model (MdCM). Data were a semistructured interview at the end of the unit, four short written reflections, and analysis of the “future scenario” product. Findings indicate that students had gained declarative, procedural, and conditional knowledge. They also expressed awareness of personal leadership traits and skills related to gains and difficulties regarding future thinking via future scenario writing, and commented on the learning climate and physical environment in the leadership course. Implications for applying MdCM in courses and programs for gifted students are discussed.

中文翻译：

---

基于多维课程模型的领导力课程案例：小学生资优认知

摘要 本定性案例研究调查了天才小学生 (N = 24) 对学习基于多维课程模型 (MdCM) 的一学期领导力课程的看法。数据是单元结束时的半结构化访谈、四篇简短的书面反思以及对“未来场景”产品的分析。结果表明，学生获得了陈述性、程序性和条件性知识。他们还通过未来的情景写作表达了对个人领导特质和与未来思维的收益和困难相关的技能的认识，并对领导课程中的学习氛围和物理环境进行了评论。讨论了在针对天才学生的课程和计划中应用 MdCM 的意义。