Giftedness Is Not What It Used to Be, School Is Not What It Used to Be, Their Future, and Why Psychologists in Education Should Care

被引:1
|
作者
Shore, Bruce M. [1 ]
机构
[1] McGill Univ, Dept Educ & Counselling Psychol, Educ psychol, Montreal, PQ, Canada
关键词
giftedness; gifted education; expertise; inquiry-based teaching and learning;
D O I
10.1177/0829573509356896
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
For some three decades psychologists and educators have been working with incomplete or outdated ideas of what constitutes giftedness. Conceptual leadership in the field has moved from a definition based on IQ to expertise-and cognitive sciencebased definitions. Practice lags behind. Similarly, curriculum concepts are changing to foci based on thinking processes and cognitive apprenticeships, communities of learners, teachers and students as coconstructors of curriculum, and inquiry skills and knowledge as explicit parts of the objectives. Practice there also lags behind, but the shift is underway. This discussion elaborates on these two evolving phenomena, illustrated especially by studies completed and underway in the author's laboratory group at McGill. It juxtaposes central ideas in gifted education, expertise, and inquirydriven teaching and learning, and illustrates how these strands can come together for the benefit of all students-albeit sometimes in different ways.
引用
收藏
页码:151 / 169
页数:19
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