Peer reviewed
Direct linkERIC Number: EJ1234030
Record Type: Journal
Publication Date: 2019
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1359-8139
EISSN: N/A
Teaching and Assessing Gifted Students in STEM Disciplines through the Augmented Theory of Successful Intelligence
High Ability Studies, v30 n1-2 p103-126 2019
In this article, I discuss the application of an augmented theory of successful intelligence to identification, teaching, and assessment of the gifted in STEM disciplines. The theory holds that giftedness in STEM (as well as in other fields) can be understood in terms of an integration of creative, analytical, practical, and wisdom-based skills. First, I introduce the general issues underlying the article. Then, I discuss the relevance of the theory to identification. Next, I consider issues relevant to teaching the gifted in STEM disciplines. Finally, I draw some conclusions regarding the teaching of the gifted in STEM.
Descriptors: Teaching Methods, STEM Education, Gifted, Intelligence, Identification, Relevance (Education), Student Evaluation, Creativity, Thinking Skills
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
