Challenging High-Ability Students

Autor/inn/en	Scager, Karin; Akkerman, Sanne F.; Pilot, Albert; Wubbels, Theo
Titel	Challenging High-Ability Students
Quelle	In: Studies in Higher Education, 39 (2014) 4, S.659-679 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2012.743117
Schlagwörter	Biology; Cytology; Academically Gifted; Honors Curriculum; Interviews; Teacher Evaluation; Student Evaluation; Course Evaluation; Transcripts (Written Records); Student Research; Problem Solving; Undergraduate Students; Student Experience; Difficulty Level; Academic Ability; Student Motivation; Learning Experience; Performance Factors; Active Learning; Course Organization; Feedback (Response); Expectation; Foreign Countries; Case Studies; Observation; Netherlands + Suchen Sie Ihr Suchwort? Biologie; Zytologie; Interviewing; Interviewtechnik; Teacher appraisal; Lehrerbeurteilung; Schulnote; Studentische Bewertung; Studentenforschung; Problemlösen; Studienerfahrung; Schwierigkeitsgrad; Schulische Motivation; Lernerfahrung; Leistungsindikator; Aktives Lernen; Course organisation; Kurskonzept; Expectancy; Erwartung; Ausland; Case study; Fallstudie; Case Study; Beobachtung; Niederlande
Abstract	The existing literature on indicators of an optimal learning environment for high-ability students frequently discusses the concept of challenge. It is, however, not clear what, precisely, constitutes appropriate challenge for these students. In this study, the authors examined an undergraduate honours course, Advanced Cell Biology, which has succeeded extremely well in challenging students. Methods included interviews with teachers and students, analysis of course materials, and observation of class meetings. As part of their course, the students developed a research programme according to national scientific standards, which they did successfully, according to an external jury of experts in the field. The challenge faced by the students comprised the complexity of the task, the high expectations placed upon them, and the lack of teacher direction. The results indicate that students' perceived learning peaked in a period of over-challenge and, although students felt worried and frustrated in this period, their efforts increased. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10