ERIC Number: ED493103
Record Type: Non-Journal
Publication Date: 2005-Nov
Revisiting Problem Solving with Gifted Students: The Teacher Makes the Difference
Costley, Kevin C.
When is a gifted child ready for the discovery of a new idea? When is this child ready for independent searching and inquiry? Sometimes in many traditional educational settings, it seems as if a student must wait until graduate school before he is allowed to carry out independent inquiry. At the turn of this century, there is more to learn and educators are required to cover the expanding curriculum in a much hurried pace. However, if education consists merely of cramming facts and figures in a receptive cortex, then, through what miracle will the creative student and idea gatherer become the "idea producer"? Isn't producing idea producers one of our ultimate goals in education? Methods in getting students to problem solve and think on higher levels of thought are more complex on both the teacher and the student, yet this type of learning is more exciting and produces great dividends. One goal of educators who support using the discovery method is in teaching children the importance of searching for knowledge itself. There are many misconceptions concerning the proper role of the teacher in providing gifted students the freedom to think broadly and to search for new ideas with a sense of freedom. The teachers role is vital in motivation and proper sequencing of ideas. The teacher can be very influential challenging and guiding the gifted child into higher levels of thought.
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A