Differentiating through problem-based learning: learning to ExploreMore! With gifted students
SOURCE: Science teacher educators as K-12 teachers: practicing what we teach
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2014
TITLE AUTHOR(S): N.Cone, B.D.Bantwini, E.King-McKenzie, B.Bogan
SOURCE EDITOR(S): M.Dias, C.J.Eick, L.Brantley-Dias
KEYWORDS: EDUCATION, GIFTED CHILDREN
DEPARTMENT: Impact Centre (IC), Impact Centre (PRESS), Impact Centre (CC)
Print: HSRC Library: shelf number 8055
HANDLE: 20.500.11910/2660
URI: http://hdl.handle.net/20.500.11910/2660
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2014
TITLE AUTHOR(S): N.Cone, B.D.Bantwini, E.King-McKenzie, B.Bogan
SOURCE EDITOR(S): M.Dias, C.J.Eick, L.Brantley-Dias
KEYWORDS: EDUCATION, GIFTED CHILDREN
DEPARTMENT: Impact Centre (IC), Impact Centre (PRESS), Impact Centre (CC)
Print: HSRC Library: shelf number 8055
HANDLE: 20.500.11910/2660
URI: http://hdl.handle.net/20.500.11910/2660
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Because gifted students are often overlooked and thus become frustrated when working at the same level as other students in a mixed ability classroom, PBL provides an avenue for teachers to infuse characteristics of gifted education into the curriculum. In this regards, differentiation develops from students' diverse ideas and responses.-
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