What Is an “Expert Student?”
Datos Bibliográficos
| ID | 9735430 |
|---|---|
| Autores | Robert J Sternberg (0000-0001-7191-5169, Yale Center for the Psychology of Abilities, Competencies, and Expertise (PACE Center), PO Box 208358, 340 Edwards Street, New Haven, CT 06511-3720; robert. . His research interests include the nature, assessment, and development of intelligence, creativity, and wisdom. He is the 2003 President of the American Psychological Association, autor de correspondencia) |
| Año | 2003 |
| Volumen | 32 |
| Número | 8 |
| Páginas | 5-9 |
| Fecha de publicación | 2003-11-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Educational Researcher (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Editorial | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x032008005 |
| OpenAlex | W2018225443 |
| Idioma | EN |
| Citas recibidas | 77 |
| Referencias citadas | 15 |
This article suggests that conventional methods of teaching may, at best, create pseudo-experts—students whose expertise, to the extent they have it, does not mirror the expertise needed for real-world thinking inside or outside of the academic disciplines schools normally teach. It is suggested that teaching for “successful intelligence” may help in the creation of future experts. It is further suggested that we may wish to start teaching students to think wisely, not just well
Mathematics education · Pedagogy · Sociology · Teaching method · Wish · Clinical Reasoning and Diagnostic Skills · Education and Critical Thinking Development · Emotional Intelligence and Performance · Psychology
The Substitution Augmentation Modification Redefinition (Samr) Model
Validity inquiry process
Technological Pedagogical Content Knowledge
Historical Reconstruction of Membrane Theoretical Models
Abraham Trembley (1710–1784) and the Creature That Defies Classification
Design Research
Design-Based Research Methods for Studying Learning in Context
Self‐Regulation in the Classroom
Tracing the development of teacher knowledge in a design seminar
Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK
Explanation‐driven inquiry
Developing interpretive power in science teaching
Design-based research and technology-enhanced learning environments
Identifying Teacher Expertise
Improving Professional Decision Making in Situations of Risk and Uncertainty
Culture and Intelligence
Curriculum mapping as a boundary encounter
The semiotics of writing
The research we have is not the research we need
Developmental research on an interactive application for language speaking practice using speech recognition technology
Simulation research and design
To prove or improve, that is the question
Chinese character recognition and literacy development via a techno-pedagogical pivot
Holistic design of online degree programmes in higher education – a case study from Finland
Computer-based guidance to support students’ revision of their science explanations
Exploring group interactions in synchronous mobile computer-supported learning activities
The potential of 360-degree virtual reality videos to teach water-safety skills to children
Assessing collaborative problem-solving skills among elementary school students
University and school research partnerships as a source of professional growth in regional communities
Design an international blended professional development model for gifted education
Re‐designing infrastructure as a strategy for crafting coherence across three networks focused on the implementation of the next generation science standards
How do students become experts? An in-depth study on the development of domain-specific awareness in a materials chemistry course
Higher education students' perceptions on their barriers to critical thinking
How Teachers Experience Collaboration
Learning through interaction and co-construction of knowledge objects in teacher education
Learning and empowerment
Unterricht als Feld evidenzbasierter Bildungspraxis
Praxis- und theorieorientierte Entwicklung und Evaluation von Konzepten für medienpädagogisches Handeln als gestaltungsorientierte Bildungsforschung
Empirisch fundierte Didaktik — didaktisch fundierte Unterrichtsforschung
Reflective development and developmental research
Towards a knowledge‐rich learning environment in preparatory secondary education
The gap between educational research and practice
Design-Based Research
Towards more powerful learning environments through combining the perspectives of designers, teachers, and students
Evaluating the level of degree programmes in higher education
Qué ocurre en las aulas donde los niños y niñas no aprenden? Estudio cualitativo de aulas ineficaces en Iberoamérica
The use of digital media
Practitioner research in education
Interrogating the Learning Sciences as a Design Science
Développement d’une séquence pédagogique sur les nanotechnologies documentée par une analyse de controverses
Using Modeling Tasks to Facilitate the Development of Percentages
Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom
Implementing knowledge building
Incorporating Handheld Computers into a Public Science Center
Intelligence, race, and genetics
Navigating Paradigms in Educational Technology
Developing Distance Education Content Using the Tappa Process
Building a Better Mousetrap
Exploring the Impact of Experiencing Design Thinking on Teachers’ Conceptualizations and Practices
Broadening Participation in Computing
Developing games and simulations for today and tomorrow’s tech savvy youth
Designers’ dilemmas
Inside and Outside
Researching and understanding environmental learning
Educating the fighter
Playing (with) Post cards
Investigating sociopedagogical norms
Working towards balance
Teachers' perspectives of changes in their practice during a technology in mathematics education research project
Talent development in natural science in elementary school
Using a video club design to promote teacher attention to students' ideas in science
Toward a theory of action for practitioner inquiry as professional development in preservice teacher education
Unpacking Language Teacher Educators’ Expertise
The Development of Expertise
Commentary
What Makes Good Teachers Good? A Cross-Case Analysis of the Connection Between Teacher Effectiveness and Student Achievement
Theory Into Practice
| Obras citantes distintas | 77 |
|---|---|
| Citas por año | 3,35 |
| Intervalo de citas | 2003 - 2024 (22) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 75 |