Levels of Teaching Science to Gifted Students

Autor/inn/en	Sternberg, Robert J.; Ehsan, Hoda; Ghahremani, Mehdi
Titel	Levels of Teaching Science to Gifted Students
Quelle	In: Roeper Review, 44 (2022) 4, S.198-211 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sternberg, Robert J.) ORCID (Ehsan, Hoda) ORCID (Ghahremani, Mehdi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2022.2115178
Schlagwörter	Academically Gifted; Gifted Education; Science Education; Knowledge Level; Scientific Concepts; Science Process Skills; Problem Solving; Scientific Research; Research Skills + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Wissensbasis; Problemlösen; Forschungsleistung
Abstract	In this article, we present a hierarchical model for teaching scientific thinking to gifted students. This article follows up on an article published 40 years ago in this journal. The problem now, as 40 years ago, is that gifted students often are taught science courses at a more intensive level, but without their truly learning how to think scientifically. We argue that students of science need not only learn the content of science courses, but also learn, at a deep level, how to think scientifically. Our model addresses the issue of what this deep level consists of. Level I involves Teaching Scientific Knowledge. Level II involves Teaching Scientific Problem Solving. Level III involves the deepest level of scientific thinking: Teaching Scientific Problem Finding. We end the article with conclusions about these issues. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01