Historical Contribution of Creativity to Development of Gifted Science Education in Formal and Informal Learning Environments-Reference-Cited by-同舟云学术

Historical Contribution of Creativity to Development of Gifted Science Education in Formal and Informal Learning Environments

Published:2016 Issue: Volume: Page:3-13
ISSN:
Container-title:Interplay of Creativity and Giftedness in Science
language:
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Author:

Bailey Lyne M.,Moris Lee G.,Thompson Wesley D.,Feldman Stephen B.,Demetrikopoulos Melisa K.

Publisher

SensePublishers

Link

http://link.springer.com/content/pdf/10.1007/978-94-6300-163-2_1

Reference55 articles.

1. Anderson, L. (2014). Visual-spatial ability: Important in STEM, ignored in gifted education. Roeper Review, 36(2), 114–121.

2. Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives: Complete edition. New York, NY: Longman.

3. Anderson, R. H. (1961). Arousing and sustaining the interest of gifted children in the study of science. Gifted Child Quarterly, 5, 35–41.

4. Anonymous. (1998). Informal science education. Journal of College Science Teaching, 28(1), 17.

5. Ausubel, D. P. (1968). Educational psychology: A cognitive view. New York, NY: Holt, Reinhardt & Winston.

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