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Quantifying the Effects of Personalized Asessment Tasks in Secondary Science Teaching

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Part of the Advances in Creativity and Giftedness book series (ACAG)

Abstract

Tensions between the perception and reality of scientific practice have produced significant problems, including the fact that high proportions of students do not view science as a creative endeavor. The resultant, systemic devaluation of science has significant implications for scientific research, and science education.

Keywords

  • Science Education
  • Science Teacher
  • Emotional Intelligence
  • Assessment Task
  • Gifted Student

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Schmidt, A.L. (2016). Quantifying the Effects of Personalized Asessment Tasks in Secondary Science Teaching. In: Demetrikopoulos, M.K., Pecore, J.L. (eds) Interplay of Creativity and Giftedness in Science. Advances in Creativity and Giftedness. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-163-2_9

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  • DOI: https://doi.org/10.1007/978-94-6300-163-2_9

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