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Quantifying the Effects of Personalized Asessment Tasks in Secondary Science Teaching

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Interplay of Creativity and Giftedness in Science

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

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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.

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Authors and Affiliations

  1. School of Education and Professional Studies, Griffith University, Australia

    Adele L. Schmidt

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  1. Adele L. Schmidt
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  1. Institute for Biomedical Philosophy, USA

    Melissa K. Demetrikopoulos

  2. University of West Florida, USA

    John L. Pecore

  3. Institute for Biomedical Philosophy, USA

    John L. Pecore

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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

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-163-2

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