ERIC Number: EJ1027423
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0307-5079
EISSN: N/A
Challenging High-Ability Students
Scager, Karin; Akkerman, Sanne F.; Pilot, Albert; Wubbels, Theo
Studies in Higher Education, v39 n4 p659-679 2014
The existing literature on indicators of an optimal learning environment for high-ability students frequently discusses the concept of challenge. It is, however, not clear what, precisely, constitutes appropriate challenge for these students. In this study, the authors examined an undergraduate honours course, Advanced Cell Biology, which has succeeded extremely well in challenging students. Methods included interviews with teachers and students, analysis of course materials, and observation of class meetings. As part of their course, the students developed a research programme according to national scientific standards, which they did successfully, according to an external jury of experts in the field. The challenge faced by the students comprised the complexity of the task, the high expectations placed upon them, and the lack of teacher direction. The results indicate that students' perceived learning peaked in a period of over-challenge and, although students felt worried and frustrated in this period, their efforts increased.
Descriptors: Biology, Cytology, Academically Gifted, Honors Curriculum, Interviews, Teacher Evaluation, Student Evaluation, Course Evaluation, Transcripts (Written Records), Student Research, Problem Solving, Undergraduate Students, Student Experience, Difficulty Level, Academic Ability, Student Motivation, Learning Experience, Performance Factors, Active Learning, Course Organization, Feedback (Response), Expectation, Foreign Countries, Case Studies, Observation
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Publication Type: Journal Articles; Reports - Research
Education Level: Postsecondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands
Grant or Contract Numbers: N/A