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Journal articles on the topic 'Gifted science learner'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Yıldırım, Rana, and Duygu İspinar Akcayoglu. "A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners." Journal for the Education of the Gifted 42, no. 1 (2018): 85–104. http://dx.doi.org/10.1177/0162353218816507.

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This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and t

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Shore, Bruce M. "Context Matters in Gifted Education." Education Sciences 11, no. 8 (2021): 424. http://dx.doi.org/10.3390/educsci11080424.

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Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert–gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles,

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Yu, Eun-Jeong. "Exploring Learner Identity of Gifted Students Who Want to Major in Astronomy in a Science Gifted School." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 19 (2020): 329–55. http://dx.doi.org/10.22251/jlcci.2020.20.19.329.

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Peer, Lindsay, and Susan Tresman. "Dyslexic and Gifted: Are the Two really Compatible? And How Can these Learners be Nurtured?" Gifted Education International 20, no. 1 (2005): 29–35. http://dx.doi.org/10.1177/026142940502000106.

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For many years people questioned the very existence of dyslexia. Comments muttered under the breath implying that middle class parents were using the word ‘dyslexia’ as an excuse for poor performance were not uncommon. The thought that a child could realistically be both dyslexic and gifted was inconceivable! As for those who were from non-white backgrounds - dyslexia was simply not considered a possibility! At a SCAA conference (late 1990s) on English as an Additional Language, issues relating to dyslexia and to high I.Q. were not explicitly included when debating and defining future governme

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Uzunboylu, Huseyin, and Cigdem Hursen. "Editors Message and Referees Index." Cypriot Journal of Educational Sciences 10, no. 4 (2015): 294. http://dx.doi.org/10.18844/cjes.v10i4.152.

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From the EditorsHuseyin Uzunboylu, Cigdem HursenIt is an honor for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 5 full length articles written by authors from, Cyprus, Iran and Turkey.The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Cihat

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Dailey, Debbie. "Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas." Gifted Child Today 40, no. 3 (2017): 137–43. http://dx.doi.org/10.1177/1076217517707236.

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With the release of the Next Generation Science Standards and the adoption of the standards by many states, teachers are encouraged to use the engineering design process (EDP) as an instructional approach to teaching science. However, teachers have limited time to teach science and will often neglect science in favor of mathematics and literacy instruction. To make this feasible for elementary classrooms, teachers should be encouraged to implement integrated units of study utilizing EDP to cohesively bind content areas and to increase active learning, critical thinking, and problem solving amo

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Park, Kyeong-Jin, Hyun-Chul Jung, Chun-Ryol Ryu, and BeomSeok Kim. "A Study on the Difference of Learner Characteristics between Disadvantaged Gifted Students and General Science Gifted Students: Focused on Self-Regulated Learning Ability." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 5 (2019): 307–27. http://dx.doi.org/10.22251/jlcci.2019.19.5.307.

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Rooks, Deborah L., and C. June Maker. "Inquiry: A Teaching Approach for Gifted Visually Impaired Learners." Gifted Education International 25, no. 2 (2009): 172–87. http://dx.doi.org/10.1177/026142940902500207.

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Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of i

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Schroth, Stephen T., and Jason A. Helfer. "Gifted & Green." Gifted Child Today 40, no. 1 (2017): 14–28. http://dx.doi.org/10.1177/1076217516675903.

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Environmental studies provide an ideal opportunity for gifted children of any age to build critical and creative-thinking skills while also building skills in science, technology, engineering, and mathematics (STEM) areas. Exploring issues related to sustainability and environmental concerns permits gifted learners to identify problems, develop research questions, gather and analyze data, develop possible solutions, and disseminate this information to others. Green issues are especially appealing to gifted learners as they are sensitive to the world around them and often long to engage in proj

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Johnson, Dana T., Linda Neal Boyce, and Joyce VanTassel-Baska. "Science Curriculum Review: Evaluating Materials for High-Ability Learners." Gifted Child Quarterly 39, no. 1 (1995): 36–42. http://dx.doi.org/10.1177/001698629503900106.

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This article describes the findings of a review of existing K-8 science curriculum materials that was carried out under the National Science Curriculum Project for High-Ability Learners. Twenty-seven sets of materials were reviewed using criteria developed and refined by project staff. The purpose of the review was to ascertain whether currently available materials met the new standards in the teaching of science and the needs of gifted learners. The review findings suggest that existing basal textbooks fail to meet new science curriculum standards for all students, but particularly for high-a

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Vantassel-Baska, Joyce, Marsha Landau, and Paula Olszewski. "Toward Developing an Appropriate Math/Science Curriculum for Gifted Learners." Journal for the Education of the Gifted 8, no. 4 (1985): 257–72. http://dx.doi.org/10.1177/016235328500800403.

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Mutlu, Gülçin. "Teaching gifted students through authentic instruction: Reflections from the EFL teachers." Journal of Human Sciences 14, no. 4 (2017): 3663. http://dx.doi.org/10.14687/jhs.v14i4.4998.

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The review of literature highlighted that gifted students may gain a lot from authentic instruction in that this methodology may serve well to their needs for inquiry, meaning-making and higher level thinking. Therefore, this qualitative study realized in a phenomenological design aims to provide an in-depth analysis of the EFL teachers’ ways of integrating authentic pedagogy into their teaching situations with gifted students. Thus, part of the aim of this study is to investigate how foreign language teaching and gifted education could be linked to one another and in this way it also aims to

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Kinukawa, Tomomi. "Learned vs. Commercial?" Historical Studies in the Natural Sciences 43, no. 5 (2012): 589–618. http://dx.doi.org/10.1525/hsns.2013.43.5.589.

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Using two sets of correspondences centered around specimen exchanges, this paper analyzes daily practices of naturalists to shed light on ambiguities and contradictions in early modern European naturalists’ conception of commodified nature, which mere reading of literature on ideal conduct would not allow us to capture. Keenly aware of the difference between the code of reciprocity and gift giving in the learned world on one hand, and the code of monetary profit making in commercial transactions on the other, correspondents nonetheless recklessly crossed the boundary between the two, and kept

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Boyce, Linda Neal, Joyce VanTassel-Baska, Jill D. Burruss, Beverly Taylor Sher, and Dana T. Johnson. "A Problem-Based Curriculum: Parallel Learning Opportunities for Students and Teachers." Journal for the Education of the Gifted 20, no. 4 (1997): 363–79. http://dx.doi.org/10.1177/016235329702000403.

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One of the curriculum development efforts of the Center for Gifted Education at the College of William and Mary has resulted in a problem-based learning (PBL) science curriculum for high-ability learners in grades kindergarten through eight. Professional development programs accompany the curriculum, which are designed to facilitate unit implementation and to enable educators to develop their own units. The purpose of this discussion is to analyze the use of problem-based learning as a catalyst for developing and implementing a curriculum that is both challenging and constructivist in its orie

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김은현 and 안효진. "Exploring Instructors’ and Students’ Perceptions of an English Science Program for Gifted Learners." Journal of the Korea English Education Society 14, no. 4 (2015): 1–23. http://dx.doi.org/10.18649/jkees.2015.14.4.1.

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Slavkin, Harold C., and Lois E. Slavkin. "Science Curriculum and Teaching for the 21st Century." Journal for the Education of the Gifted 11, no. 2 (1988): 35–61. http://dx.doi.org/10.1177/016235328801100205.

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The challenges of an increasingly science-driven 21st century require a society of teachers and learners who participate actively and jointly across a broad range of problem areas, scientific disciplines, processes and methodologies. A widening gap currently exists between science education and mainstream science—a gap which must be narrowed to prepare the next generation of well-educated and well-trained scientists and science-literate citizens. The nature of major scientific problem-solving in the next 50 years will be accomplished through the effective mobilization of uniquely multidimensio

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Eysink, Tessa H. S., Alieke M. van Dijk, and Ton de Jong. "BE COOL! a digital learning environment to challenge and socially include gifted learners." Educational Technology Research and Development 68, no. 5 (2020): 2373–93. http://dx.doi.org/10.1007/s11423-020-09754-9.

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Abstract This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn at a level matching their specific needs and abilities within the social context of regular education. BE COOL! uses the ability-adjusted jigsaw method, in which children of varying ability levels work together on a design for which they acquire knowledge by working on tailored assignments in groups with children with the same ability level. This differentiation method unites elements of learning by design, learning together, and learning b

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Rosemarin, Shoshana. "The Significance of Teacher's Characteristics As Perceived by Teachers and College Students." Gifted Education International 25, no. 2 (2009): 194–99. http://dx.doi.org/10.1177/026142940902500209.

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In the present study, the attitudes of teachers and students regarding different teachers' characteristics were investigated. The questionnaire, written by the investigator, consists of 25 statements and three open-ended questions. The statements relate to four categories: knowledge, didactic ability, personal characteristics, and sociability. The sample consists of 140 students from the department of behavioral sciences, 31 teachers of gifted students, as well as 52 teaching regular classes. The sample as a whole attributed great importance to expertise in the field and to didactic ability. T

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Ikhwanudin, Trisno. "MENTAL ACTS OF MATHEMATICALLY GIFTED STUDENTS WHEN SOLVING FRACTIONS PROBLEMS." RANGE: Jurnal Pendidikan Matematika 3, no. 1 (2021): 16–27. http://dx.doi.org/10.32938/jpm.v3i1.1156.

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In the classroom, we will find various types of students with their special learning needs. One group of learners who have different learning needs are gifted students. The paper will focus on the study of mathematically gifted students. This research aims to obtain a description of the mathematically gifted students’ mental acts when solving fractions problems. The respondents were two students of the 7th graders in junior high school, in the West Java Province, Indonesia. The research approach was qualitative. The data were collected through paper and pencil measure, observation, and intervi

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Diezmann, Carmel M., and James J. Watters. "An Enrichment Philosophy and Strategy for Empowering Young Gifted Children to Become Autonomous Learners in Science." Gifted and Talented International 15, no. 1 (2000): 6–18. http://dx.doi.org/10.1080/15332276.2000.11672925.

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Barantes, Aureen Kate A., and Joseline R. Tamoria. "LARO (Learners Active Response to Operant) lessons in improving the basic science process skills of elementary pupils." JPBI (Jurnal Pendidikan Biologi Indonesia) 7, no. 1 (2021): 11–24. http://dx.doi.org/10.22219/jpbi.v7i1.15510.

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Science is regularly taught in ways that make the data unessential, theoretical, and disengaged from students' experiences. Although most students do anticipate to learn science, they regularly see it as being presented in uninteresting ways. This study aimed to determine the effectiveness of using LARO (Learners Active Response to Operant) lessons in teaching Science and their roles in promoting students' basic science process skills (BSPS). This action research employed a descriptive research design. Thirty Grade IV pupils in a special education-gifted talented (SPED-GT) elementary school in

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Zhmud, Leonid. "Plato as "Architect of Science"." Phronesis 43, no. 3 (1998): 211–44. http://dx.doi.org/10.1163/156852898321119713.

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AbstractThe figure of the cordial host of the Academy, who invited the most gifted mathematicians and cultivated pure research, whose keen intellect was able if not to solve the particular problem then at least to show the method for its solution: this figure is quite familiar to students of Greek science. But was the Academy as such a center of scientific research, and did Plato really set for mathematicians and astronomers the problems they should study and methods they should use? Our sources tell about Plato's friendship or at least acquaintance with many brilliant mathematicians of his da

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Choi, Yoon-Sung, Seung-Urn Choe, and Chan-Jong Kim. "Examining Middle School Students’ Gestures on Geological Field Trips." Asia-Pacific Science Education 6, no. 1 (2020): 97–115. http://dx.doi.org/10.1163/23641177-bja10002.

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Abstract The purpose of this study was to examine middle school students’ gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students’ gestures can be helpful in improving understanding of students’ communication in learning environments. In this study, middle school students from a gifted education center engaged in fieldwork along the Hantan-River to learn about and explain river formation processes. Using hermeneutics to interpret meaning from student gestures, researchers identified three types of frequently u

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Yoke, Ho Peng. "Chinese science: the traditional Chinese view." Bulletin of the School of Oriental and African Studies 54, no. 3 (1991): 506–19. http://dx.doi.org/10.1017/s0041977x00000860.

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In the study of Chinese science it is important to take into account the fact that there are many Chinese terms which do not convey exactly the same meanings to traditional and modern scholars. It is essential to try to put ourselves in theshoes of the former in order to have a better understanding of classical Chinese texts. Take for example the simple term shuxue, which we all take to mean ‘mathematics’. Indeed we are quite correct to call it ‘ mathematics’ when it appears in a modern text, or after the time of Li Shanlan (1811–1982) who first used itwhen he translated Western mathematical w

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Shin, Eui-joo, and Sukun Jin. "Learners' Perception on Career Education Programs in the Public Education for Gifted Students in Humanities and Social Science." Journal of Gifted/Talented Education 26, no. 1 (2016): 187–209. http://dx.doi.org/10.9722/jgte.2016.26.1.187.

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Tay, Juliana, Alissa Salazar, and Hyeseong Lee. "Parental Perceptions of STEM Enrichment for Young Children." Journal for the Education of the Gifted 41, no. 1 (2017): 5–23. http://dx.doi.org/10.1177/0162353217745159.

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Most pre-kindergarten (pre-K) and kindergarten curricula are challenging and engaging, but few are strongly grounded in science, technology, engineering, and mathematics (STEM) education. In this study, the authors examined parental perception ( N = 55) of the influences of a Saturday STEM enrichment program in one university center on pre-K and kindergarten students and their attitudes toward STEM learning. Using survey data collected from 2013 to 2016, the authors studied parental comments about benefits, drawbacks, and memorable moments they observed from their children’s experiences during

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Rajman, Najwa Huda, Zahir Hariz Zahanis, Siti Munirah Mohd, et al. "Investigation with Gifted Students in Learning Physics Concept Based on Cognitive Structure." Journal of Computational and Theoretical Nanoscience 17, no. 2 (2020): 1143–46. http://dx.doi.org/10.1166/jctn.2020.8778.

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Physics concept is an understanding of natural occurrence. Physics is one of the natural science subjects that involves the study of matter and motion through space and time, along with related concepts. The concepts of physics explained everything involving the environment and human relation that happened in our daily life. Physics is one of the toughest subjects. Many students have difficulty to understand the subject properly. The factor of difficulty in learning physics concept come from many aspects, which is subject matter, materials for learning, the environment in class, and teaching s

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LeBeau, Brandon, Susan G. Assouline, Duhita Mahatmya, and Ann Lupkowski-Shoplik. "Differentiating Among High-Achieving Learners: A Comparison of Classical Test Theory and Item Response Theory on Above-Level Testing." Gifted Child Quarterly 64, no. 3 (2020): 219–37. http://dx.doi.org/10.1177/0016986220924050.

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This study investigated the application of item response theory (IRT) to expand the range of ability estimates for gifted (hereinafter referred to as high-achieving) students’ performance on an above-level test. Using a sample of fourth- to sixth-grade high-achieving students ( N = 1,893), we conducted a study to compare estimates from two measurement theories, classical test theory (CTT) and IRT. CTT and IRT make different assumptions about the analysis that impact the reliability and validity of the scores obtained from the test. IRT can also differentiate students based on the student’s gra

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Stutler, Susan Lee. "From the Twilight Zone to Avatar: Science Fiction Engages the Intellect, Touches the Emotions, and Fuels the Imagination of Gifted Learners." Gifted Child Today 34, no. 2 (2011): 45–49. http://dx.doi.org/10.1177/107621751103400213.

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Collins, Kristina Henry, and Javetta Jones Roberson. "Developing STEM Identity and Talent in Underrepresented Students: Lessons Learned From Four Gifted Black Males in a Magnet School Program." Gifted Child Today 43, no. 4 (2020): 218–30. http://dx.doi.org/10.1177/1076217520940767.

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There is well-documented research and data that echo the concern for the future of United States’ ability to globally compete in science, technology, engineering, and mathematics (STEM) innovation and to fulfill the shortage in talent that exists within this field of study. This concern compels us to seek more impactful and long-term solutions to the issues surrounding motivation and retention of underrepresented students in STEM disciplines. It is imperative that we increase our capability to effectively identify, recruit, and retain underrepresented students within the STEM pipeline. Focusin

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Contents, Table of. "Table of Contents." Cypriot Journal of Educational Sciences 10, no. 4 (2015): 1. http://dx.doi.org/10.18844/cjes.v10i4.153.

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<p>From the Editors</p><p><em>Huseyin Uzunboylu, Cigdem Hursen</em></p><p> </p><p>Analysing the problems of science teachers that they encounter while teaching physics education</p><p><em>Cihat Demir, Burhan Sincar, Rıdvan Çelik</em></p><p><em>296-304</em></p><p> </p><p>An investigation into the impact of reflective teaching on EFL learners’ autonomy and intrinsic motivation</p><p><em>Parisa Abdolrezapour, Elahe Fallah</em></p><p><

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Pedersen, Susan, and Min Liu. "The Effects of Modeling Expert Cognitive Strategies during Problem-Based Learning." Journal of Educational Computing Research 26, no. 4 (2002): 353–80. http://dx.doi.org/10.2190/6nl3-hmed-j8he-gd4t.

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While problem-based learning (PBL) is widely regarded as an effective instructional approach, research on it has largely been restricted to advanced and/or gifted learners. This study examined the potential of a hypermedia based expert tool to scaffold regular education sixth graders engaged in a problem-based learning (PBL) program. Participants completed Alien Rescue, a hypermedia PBL environment on the solar system. The tool under investigation offered students interactive video of an expert modeling his cognitive processes as he performed tasks relevant to the development of a solution to

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Groves, Christy. "The power of partnerships." Reference Services Review 47, no. 2 (2019): 193–202. http://dx.doi.org/10.1108/rsr-02-2019-0010.

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Purpose A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students. Design/methodology/approach This paper describes how the Library partnership commenced as a service to a local high school

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Bužeková, Tatiana. "Shamanic Gift in the Global Village: Spiritual Energy and Biomedicine." Slovenský národopis / Slovak Ethnology 67, no. 4 (2019): 412–29. http://dx.doi.org/10.2478/se-2019-0024.

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Abstract Neo-shamanism or urban shamanism is a movement which concentrates on spiritual healing and aims to revive traditional shamanism. The aim of the paper is to explore the legitimation of charismatic neo-shamanic healers in relation to biomedicine which is a dominant authoritative body of medical knowledge in European societies. The paper presents the results of ethnographic research on two neo-shamanic groups operating in Slovakia. In neo-shamanism, the shaman’s abilities are represented either as learned skills, or a special spiritual gift. The latter is characteristic of charismatic pe

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Wadowski, Patricia Pia, Brigitte Litschauer, Tamara Seitz, Sebastian Ertl, and Henriette Löffler-Stastka. "Case-based blended eLearning scenarios—adequate for competence development or more?" neuropsychiatrie 33, no. 4 (2019): 207–11. http://dx.doi.org/10.1007/s40211-019-00322-z.

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Summary Background Learning, competence development and scientific thinking in medicine need several strategies to facilitate new diagnostic and therapeutic ways. The optimal collaboration between creative thinking and biomedical informatics provides innovation for the individual patient and for a medical school or society. Utilizing the flexibilities of an e‑learning platform, a case based blended learning (CBBL) framework consisting of A) case based textbook material, B) online e‑CBL with question driven learning scenarios and C) simulated patient (SP) contact seminars was developed and impl

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COEN, DEBORAH R. "THE COMMON WORLD: HISTORIES OF SCIENCE AND DOMESTIC INTIMACY." Modern Intellectual History 11, no. 2 (2014): 417–38. http://dx.doi.org/10.1017/s1479244314000079.

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Let us begin by considering a series of letters written in 1863 by Max Vigne, a humble imperial surveyor in India, to his wife at home in England. In the course of his affectionate and finely observed correspondence, Vigne comes to think of himself for the first time as a naturalist. He recounts his growing fascination with botany, particularly the new field of plant geography, and he expresses a keen desire to share this new knowledge—and his newfound identity—with his faraway wife, Clara.Everything I am seeing and doing is sonew. . . When I lie down to sleep everything spins in my brain. I c

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Cuffari, Elena Clare, Ezequiel A. Di Paolo, and Hanne De Jaegher. "Letting language be: reflections on enactive method." Filosofia Unisinos 22, no. 1 (2021): 117–24. http://dx.doi.org/10.4013/fsu.2021.221.14.

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Prompted by our commentators, we take this response as an opportunity to clarify the premises, attitudes, and methods of our enactive approach to human languaging. We high-light the need to recognize that any investigation, particularly one into language, is always a concretely situated and self-grounding activity; our attitude as researchers is one of knowing as engagement with our subject matter. Our task, formulating the missing categories that can bridge embodied cognitive science with language research, requires avoiding premature abstractions and clarifying the multiple circularities at

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Lamanauskas, Vincentas, and Dalia Augienė. "TRAINING OF LEARNERS’ SCIENTIFIC RESEARCH ACTIVITY ABILITIES AND INTEREST IN COMPREHENSIVE SCHOOL: THE ANALYSIS AND PROGNOSIS OF THE SITUATION." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 5, no. 3 (2008): 6–28. http://dx.doi.org/10.48127/gu-nse/08.5.06b.

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The formation of scientific research activity abilities in comprehensive school is undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners’ demands and interests. Scientific research activity is not an entertainment but a very responsible, thorough work requiring great self- independence. During this activity children’s analytic thinking becomes stronger, information search and usage abilities are being devel

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Daniel, Ryan. "EXPLORING CREATIVITY THROUGH ARTISTS’ REFLECTIONS." Creativity Studies 14, no. 1 (2021): 1–17. http://dx.doi.org/10.3846/cs.2021.11207.

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The concept of creativity has been theorized and debated for millennia, dating back to the Greek philosopher Plato, who referred to “divine madness” in poets. Debates continue as to whether creativity is a gift or talent, a product of the genius gene, a side effect of mental health conditions, or if it is learned and nurtured through the environments and societies in which an individual grows and develops. While there is a wealth of research that sets out to define the concept of creativity, and numerous theoretical models have emerged since the early part of the 20th century, little of that i

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Daniel, Ryan. "EXPLORING CREATIVITY THROUGH ARTISTS’ REFLECTIONS." Creativity Studies 14, no. 1 (2021): 1–17. http://dx.doi.org/10.3846/cs.2021.11207.

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The concept of creativity has been theorized and debated for millennia, dating back to the Greek philosopher Plato, who referred to “divine madness” in poets. Debates continue as to whether creativity is a gift or talent, a product of the genius gene, a side effect of mental health conditions, or if it is learned and nurtured through the environments and societies in which an individual grows and develops. While there is a wealth of research that sets out to define the concept of creativity, and numerous theoretical models have emerged since the early part of the 20th century, little of that i

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Demers, Patricia. "Tails of Cross-Channel Comets: From Acclaim to Obscurity." Renaissance and Reformation 43, no. 2 (2020): 213–34. http://dx.doi.org/10.33137/rr.v43i2.34797.

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This article explores the diverse materialities of texts created by three female luminaries that expand our understanding of translation and transformation in early modern Europe. Lady Anne Cooke Bacon’s translation of Bishop Jewel’s Apologia was praised as the official text of the Elizabethan Settlement and printed without change for the edification of both English readers and Continental sceptics. Yet despite its centrality in the vitriolic controversy between Jewel and Louvain Romanist Thomas Harding, within a generation Bacon’s name disappeared. Bilingual calligrapher and miniaturist Esthe

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Hannigan, Gale G. "Users’ Awareness of Electronic Books is Limited." Evidence Based Library and Information Practice 2, no. 2 (2007): 104. http://dx.doi.org/10.18438/b8b017.

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A review of:  Levine-Clark, Michael. “Electronic Book Usage: A Survey at the University of Denver.” Portal: Libraries and the Academy 6.3 (Jul. 2006): 285-99.   Abstract  Objective – To determine if university library users are aware of electronic books, and how and why electronic books are used.   Design – Survey.  Setting – University of Denver.  Subjects – Two thousand sixty-seven graduate and undergraduate students, faculty, and staff.  Methods – In Spring 2005, the University of Denver faculty, and graduat

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Partola, Y. V. "Problems of Teaching Theater Criticism in the First Years of the Kharkiv Theater Institute." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 51, no. 51 (2018): 41–69. http://dx.doi.org/10.34064/khnum1-51.02.

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Background. The history of theater criticism in Ukraine is a poorly understood science area. The process of formation and development of Theater Studies education is even less learned page of our theatrical process. Currently we have mainly short background history descriptions of the single theatrical departments than the reproduction of the whole process. Kharkiv Theater Institute (now the Kharkiv National University of Arts named after I. P. Kotlyarevsky) is highlighted in several publications that date back to the jubilee dates of the educational institution (the articles by N. Logvinova (

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Onal, Nagihan Tanik, and Ugur Buyuk. "http://ejes.eu/wp-content/uploads/2021/04/2.SCIENCE-EDUCATION-FOR-GIFTED-STUDENTS-OPINIONS-OF-STDENTS-PARENTS-AND-TEACHERS.pdf." European Journal of Educational Sciences 8, no. 1 (2021). http://dx.doi.org/10.19044/ejes.v8no1a15.

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This paper aims to examine the opinions of gifted children, their parents, and science teachers working at the Science and Art Centre (BILSEM) regarding science education for the gifted. The present study participants, which was conducted by utilizing the phenomenology design using one of the qualitative research methods, were ten talented students, seven parents, and two science teachers working at BILSEM. The study's data were collected using semi-structured interviews held with the participants. The collected data were analyzed by adopting the data analysis process proposed by Moustakas (19

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Son, Ngo Quang, and Nguyen Van Tuan. "USING INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) IN ACTIVE TEACHING AND LEARNING ENVIRONMENT AT COMMUNITY LEARNING CENTERS (CLCs) IN MEKONG RIVER DELTA." Tạp chí Nghiên cứu dân tộc, no. 18 (June 20, 2017). http://dx.doi.org/10.25073/0866-773x/217.

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For the using Information and Comunication Technologies (ICTs) in education and general schools and community learning centers to be improved, great attention must be paid to various aspects. The article introduces a model and different activities in using ICTs at CLCs. Using ICTs in CLCs to be an effective strategy, how to develop learners’ initiative and self – learning capacity, to improve the quality of teaching and learning in CECs at District level. The article’s author exposes the design of a gifted self-learning lesson and electric documents (digital documents) can help learners to eas

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Gates, Jillian. "Review of A teacher’s guide to using the Next Generation Science Standards with gifted and advanced learners." Education Review // Reseñas Educativas 23 (November 16, 2016). http://dx.doi.org/10.14507/er.v23.2090.

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Kirillov, Viktor, Yulia Smirnova, Olga Malysheva, Elena Tokareva, and Larisa Orchakova. "Linguistic discourse in gifted students’ historical education." Digital Scholarship in the Humanities, August 1, 2021. http://dx.doi.org/10.1093/llc/fqab072.

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Abstract In Russian educational practice, there are not many studies devoted to the approach of linguistic discourse of gifted students’ education from a historical point of view. The study considers giftedness as a complex system of abilities and analyzes approaches to the study of giftedness in accordance with the teaching of linguistic disciplines. Linguistics as a discipline studies various aspects of language and is closely related to the system of sciences, the study of which is necessary for the formation of students’ giftedness and the level of their worldview. In the course of the stu

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Hang, Ngo Vu Thu. "Critical Thinking Education for Enhancing the Effectiveness of Education in Vietnam." VNU Journal of Science: Education Research 34, no. 1 (2018). http://dx.doi.org/10.25073/2588-1159/vnuer.4122.

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This paper presents basic theoretical knowledge of critical thinking. It describes characteristics of critical thinking, which are used for the formation of critical thinking indicators. These indicators are needed for assessing students’ critical thinking levels and for designing lessons to develop critical thinking competence for students. The paper articulates arguments for highlighting the necessity of critical thinking education for students in Vietnam. The paper contributes to knowledge base of critical thinking education and supports further studies on critical thinking in order to enha

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"Language learning." Language Teaching 38, no. 3 (2005): 123–32. http://dx.doi.org/10.1017/s0261444805222991.

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05–225Acevedo Butcher, Carmen (Sogang U, Korea), The case against the ‘native speaker’. English Today (Cambridge, UK) 21.2 (2005), 13–24.05–226Barcroft, Joe & Mitchell S. Sommers (Washington U in St. Louis, USA; barcroft@wustl.edu), Effects of acoustic variability on second language vocabulary learning. Studies in Second Language Acquisition (Cambridge, UK) 27.3 (2005), 387–414.05–227Barr, David, Jonathan Leakey & Alexandre Ranchoux (U of Ulster, UK), Told like it is! An evaluation of an integrated oral development pilot project. Language Learning & Technology (U of Hawaii, Manoa,

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"Haldan Keffer Hartline, 22 December 1903 - 18 March 1983." Biographical Memoirs of Fellows of the Royal Society 31 (November 1985): 262–92. http://dx.doi.org/10.1098/rsbm.1985.0010.

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Haldan Keffer Hartline was of genuine ‘Pennsylvania Dutch’ stock. His grandfather, James A. Hartline, a cabinet maker and also a farmer was from Reading, Pennsylvania. With his wife Hettie (Esther Ann) Schollenberger he lived as a farmer in Berks county, a Pennsylvania Dutch settlement (Dutch = Deutsch = German). One of the children of this couple was Daniel Schollenberger Hartline (b. 1866). This farmer boy rose in education to become a teacher in the natural sciences at Bloomsburg State Normal School. Clearly a man of considerable gifts he had taken a Master’s degree at Lafayette College and

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