β Scribed by Melissa K. Demetrikopoulos, John L. Pecore (eds.)
No coin nor oath required. For personal study only.
Front Matter....Pages i-xii
Front Matter....Pages 1-1
Historical Contribution of Creativity to Development of Gifted Science Education in Formal and Informal Learning Environments....Pages 3-13
Importance of Creative Thinking for Paradigm Shifts that Foster Scientific Advances....Pages 15-28
Twentieth Century Scientists Who Exemplify the Interplay of Creativity and Giftedness....Pages 29-43
Front Matter....Pages 45-45
Implications of Gifted Student Selection Techniques for Scientific Creativity....Pages 47-69
Efficacy of Creative Training for Gifted Science Students....Pages 71-85
A Belief System at the Core of Learning Science....Pages 87-103
Front Matter....Pages 105-105
Mind Your Pβs and Eβs....Pages 107-126
Sciencing....Pages 127-151
Quantifying the Effects of Personalized Asessment Tasks in Secondary Science Teaching....Pages 153-186
Fostering Creativity in Science Classrooms....Pages 187-200
Front Matter....Pages 201-201
Affordances in School Science Research....Pages 203-217
The Geography of Giftedness....Pages 219-239
Identifying Gifted and Creative Future Scientists who are Linguistically and Culturally Diverse....Pages 241-256
Science, Creativity and the Real World....Pages 257-266
Scientific Creativity within the Rules....Pages 267-280
Creatures, Costumes, Cryptic Creations....Pages 281-297
Front Matter....Pages 299-299
Use of Analogy and Comparative Thinking in Scientific Creativity and Gifted Education....Pages 301-320
βChemical Reactions are Like Hell Becauseβ¦β....Pages 321-349
Fostering Creativity Using Robotics among Students in Stem Fields to Reverse the Creativity Crisis....Pages 351-365
Attracting Dynamos....Pages 367-380
Front Matter....Pages 299-299
Developing a Rebel with a Cause through Creative Risk-Taking in Gifted Students....Pages 381-398
Education, general
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Misconceptions about the connection between creativity and giftedness are discussed, as well as how to nurture creativity in students.
<p><strong>Library Journal Best Reference 2009</strong>Educators have begun to recognize that identifying and accommodating students who are slower to learn may leave behind those who learn rapidly and think creatively. The nature of intelligence, the sources of innovation, and the ways to nurture
Library Journal Best Reference 2009Educators have begun to recognize that identifying and accommodating students who are slower to learn may leave behind those who learn rapidly and think creatively. The nature of intelligence, the sources of innovation, and the ways to nurture special abilities are
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