Differentiating through problem-based learning: learning to ExploreMore! With gifted students

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dc.date.accessioned 2014-02-13 en
dc.date.accessioned 2022-08-17T17:19:46Z
dc.date.available 2022-08-17T17:19:46Z
dc.date.issued 2015-08-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/2660
dc.description.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. en
dc.format.medium Print en
dc.publisher Springer en
dc.relation.ispartofseries ASTE Series in Science Education en
dc.subject EDUCATION en
dc.subject GIFTED CHILDREN en
dc.title Differentiating through problem-based learning: learning to ExploreMore! With gifted students en
dc.type Chapter in Monograph en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.BudgetYear 2013/14 en
dc.ResearchGroup Research Use and Impact Assessment en
dc.SourceTitle Science teacher educators as K-12 teachers: practicing what we teach en
dc.SourceTitle.Editor Dias, M. en
dc.SourceTitle.Editor Eick, C.J. en
dc.SourceTitle.Editor Brantley-Dias, L. en
dc.PlaceOfPublication London en
dc.ArchiveNumber 8055 en
dc.PageNumber 169-179 en
dc.outputnumber 6701 en
dc.bibliographictitle Cone, N., Bantwini, B.D., King-McKenzie, E. & Bogan, B. (2014) Differentiating through problem-based learning: learning to ExploreMore! With gifted students. In: Dias, M., Eick, C.J. & Brantley-Dias, L. (eds).Science teacher educators as K-12 teachers: practicing what we teach. (ASTE Series in Science Education). London: Springer. 169-179. http://hdl.handle.net/20.500.11910/2660 en
dc.publicationyear 2014 en
dc.contributor.author1 Cone, N. en
dc.contributor.author2 Bantwini, B.D. en
dc.contributor.author3 King-McKenzie, E. en
dc.contributor.author4 Bogan, B. en


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