Direct Measurement of Scientific Giftedness

Autor/in	Sternberg, Robert J.
Titel	Direct Measurement of Scientific Giftedness
Quelle	In: Roeper Review, 40 (2018) 2, S.78-85 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-3193
DOI	10.1080/02783193.2018.1434715
Schlagwörter	Scientific Literacy; Academically Gifted; Standardized Tests; Science Tests; Alternative Assessment; Measurement; STEM Education; Science Process Skills; Creativity; Intelligence; Science Instruction + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Messverfahren; STEM; Kreativität; Intelligenz; Klugheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Giftedness in science today is largely measured by various kinds of standardized tests--IQ tests, SATs, ACTs, GREs, and so forth. For example, many STEM (science, technology, engineering, math) gifted programs rely at least in part on IQ tests or the SAT for identifying students as gifted. It might be useful to supplement such standard measures with measures that directly measure the skills involved in actual scientific work, such as (a) generating hypotheses, (b) generating experiments, (c) drawing conclusions, (d) reviewing (i.e., analyzing scientific work), (e) editing (i.e., evaluating reviews of scientific work), and (f) evaluating teaching. This article discusses the status of the measurement of scientific giftedness and also describes assessments designed to measure scientific giftedness as well as giftedness in evaluating teaching (an important component of scientific success). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01