Teaching and assessing gifted students in STEM disciplines through the augmented theory of successful intelligence

IF 1.8 4区教育学 Q2 EDUCATION, SPECIAL High Ability Studies Pub Date : 2018-10-08 DOI:10.1080/13598139.2018.1528847

R. Sternberg

引用次数: 10

Abstract

ABSTRACT 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.

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通过成功智力的增强理论教授和评估STEM学科的天才学生

在这篇文章中，我讨论了成功智力的增强理论在识别、教学和评估STEM学科天才方面的应用。该理论认为，STEM(以及其他领域)的天赋可以通过创造性、分析性、实践性和基于智慧的技能的整合来理解。首先，我将介绍本文的基本问题。然后，讨论了该理论与认同的相关性。接下来，我将考虑与STEM学科的天才教学相关的问题。最后，我得出了一些关于STEM天才教学的结论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

High Ability Studies Multiple-

CiteScore

4.80

自引率

11.10%

发文量

期刊介绍： High Ability Studies provides a forum for scholars in a variety of disciplines associated with the development of human abilities to their highest level. It is a medium for the promotion of high ability, whether through the communication of scientific research, theory, or the exchange of practical experience and ideas. The contents of this journal are unique in reflecting concerns and recent developments in this area from childhood and across the whole life span in a variety of contexts. Far from being restricted to the traditional focus on high-level cognitive development, it also presents investigations into all other areas of human endeavour, including sport, technology, the arts, business, management and social relations.