An Enrichment Philosophy and Strategy for Empowering Young Gifted Children to Become Autonomous Learners in Science
Bibliographic Data
| ID | 15413352 |
|---|---|
| Authors | Carmel M Diezmann (Queensland University of Technology, corresponding author), James J Watters (0000-0002-9438-9437, Queensland University of Technology) |
| Year | 2000 |
| Volume | 15 |
| Issue | 1 |
| Pages | 6-18 |
| Publication date | 2000-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2000.11672925 |
| OpenAlex | W1489649261 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
A goal of gifted education is to enable gifted children to become autonomous learners and, as adults, creative participants in society. In this study, we have implemented a program in which young children are provided with opportunities to become autonomous. The approach is based on a “pull-out” enrichment program in science. Children attend a 10-week series of workshop sessions in which the teacher scaffolds the development of science-related reasoning skills and knowledge construction in a social context that encourages discourse and argument. The children develop the appropriate skills to undertake individual or group project work in a collaborative and creative fashion. Analysis of qualitative data reveals that during the program the participants develop skills, independence, and motivation to learn. The findings have significance for programming for the gifted and for teacher education
Argument (complex analysis · Context (archaeology · Gifted education · Independence (probability theory · Mathematics education · Pedagogy · Education, Achievement, and Giftedness · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Learning How to Learn
Science as argument
The Role of Tutoring in Problem Solving
Question Asking During Tutoring
Learning With Peers
When Do Instructional Methods
When Do Instructional Methods Make a Difference
Are Cognitive Skills Context-Bound
Spatial Ability
Situated Cognition and the Culture of Learning
Approaches to studying formal and everyday reasoning
Situated Learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |