Book contents
- Frontmatter
- Contents
- List of Contributors
- Acknowledgments
- Creativity and Reason in Cognitive Development
- Introduction
- COGNITIVE PERSPECTIVES
- DEVELOPMENTAL AND EDUCATIONAL PERSPECTIVES
- 12 Creativity in Young Children's Thought
- 13 A Young Artist's Story: Advancing Knowledge and the Development of Artistic Talent and Creativity in Children
- 14 Is It Reasonable to Be Creative?
- 15 Does Culture Always Matter: For Creativity, Yes, for Deductive Reasoning, No!
- 16 Higher Level Thinking in Gifted Education
- 17 The Relationship Among Schooling, Learning, and Creativity: “All Roads Lead to Creativity” or “You Can't Get There from Here”?
- 18 How Early School Experiences Impact Creativity: An Ecological Perspective
- 19 Conclusions
- Author Index
- Subject Index
- References
16 - Higher Level Thinking in Gifted Education
Published online by Cambridge University Press: 19 January 2010
Book contents
- Frontmatter
- Contents
- List of Contributors
- Acknowledgments
- Creativity and Reason in Cognitive Development
- Introduction
- COGNITIVE PERSPECTIVES
- DEVELOPMENTAL AND EDUCATIONAL PERSPECTIVES
- 12 Creativity in Young Children's Thought
- 13 A Young Artist's Story: Advancing Knowledge and the Development of Artistic Talent and Creativity in Children
- 14 Is It Reasonable to Be Creative?
- 15 Does Culture Always Matter: For Creativity, Yes, for Deductive Reasoning, No!
- 16 Higher Level Thinking in Gifted Education
- 17 The Relationship Among Schooling, Learning, and Creativity: “All Roads Lead to Creativity” or “You Can't Get There from Here”?
- 18 How Early School Experiences Impact Creativity: An Ecological Perspective
- 19 Conclusions
- Author Index
- Subject Index
- References
Summary
Over the past decade, studies have continued to suggest the relationship between critical thinking and reasoning to high-level creative production within and across domains (Gardner, 2000; Csikszentmihalyi, 2000). In gifted education, becoming a creative producer in the real world is predicated on the acquisition of a combination of creative thinking, problem solving, and critical thinking within a domain.
Although earlier studies have shown that students show important gains in content-specific higher order skills such as literary analysis and persuasive writing in language arts (VanTassel-Baska, Avery, Hughes, & Little, 2000) or designing experiments in science (VanTassel-Baska, Bass, Reis, Poland, & Avery, 1998), studies have only recently demonstrated that a content-based intervention provided students with enhanced generic critical thinking and reasoning skills at the elementary level (Bracken, Bai, Fithian, Lamprecht, Little, & Quek, 2003; VanTassel-Baska & Bracken, in press).
Most K–12 programs for gifted students include some components of critical thinking as a fundamental part of the curriculum (Chandler, 2004). Only recently, however, have we begun to test the efficacy of curriculum in respect to student growth in this area at various stages of development, being satisfied instead to use proxy outcome data such as Advanced Placement (AP) and International Baccalaureate (IB) scores, SAT scores, or even state tests to tell us how well these students are performing at higher levels of thought (VanTassel-Baska & Feng, 2003).
Information
- Type
- Chapter
- Information
- Creativity and Reason in Cognitive Development , pp. 297 - 315Publisher: Cambridge University PressPrint publication year: 2006
References
(2001). Beyond talent: John Irving and the passionate craft of creativity. American Psychologist, 56(4), 333–336.CrossRefGoogle Scholar
, & (2000). Taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, Longman.Google Scholar
(2001). Fanning the aesthetic flame: Learning for life. Gifted Education International, 15(3), 252–261.CrossRefGoogle Scholar
(2000). Keeping the brain in mind. Australian Journal of Education, 44(3), 226–238. (Retrieved January 21, 2005, from the ERIC database)CrossRefGoogle Scholar
(2000). Improving student thinking: A comprehensive approach. Boston, MA: Allyn & Bacon.Google Scholar
, , , , & (1997). A problem-based curriculum: Parallel learning opportunities for students and teachers. Journal for the Education of the Gifted, 20, 363–379.CrossRefGoogle Scholar
, , , , , & (2003). Test of critical thinking. Williamsburg, VA: Center for Gifted Education, The College of William and Mary.Google Scholar
, & (1993). The IDEAL problem solver: A guide for improving thinking, learning, and creativity (2nd ed.). New York: W. H. Freeman.Google Scholar
Chandler, K. (2004). A national study of curriculum policies and practices in gifted education. Unpublished doctoral dissertation, College of William and Mary, Williamsburg, VA.
(2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Prentice Hall.Google Scholar
Cramond, B. (1994). The Torrance Tests of Creative Thinking: From design through establishment of predictive validity. In & (Eds.), Beyond Terman: Contemporary longitudinal studies of giftedness and talent (pp. 229–254). Norwood, NJ: Ablex.Google Scholar
(2000). Beyond boredom and anxiety: Experiencing flow in work and play. San Francisco, CA: Jossey-Bass.Google Scholar
Delcourt, M. A. B. (1994). Characteristics of high level creative productivity: A longitudinal study of students identified by Renzulli's three-ring conception of giftedness. In & (Eds.), Beyond Terman(pp. 401–436). Norwood, NJ: Ablex.
, & (2004). Guide to the human mind: How it learns, how it mislearns. Dillon Beach, CA: The Foundation for Critical Thinking.Google Scholar
Feldhusen, J. F. (2003). Secondary services, opportunities, and activities for talented youth. In & (Eds.), Handbook of gifted education (3rd ed., pp. 229–237). Boston, MA: Allyn & Bacon.Google Scholar
, & (1994). Leadership: A synthesis of social skills, creativity, and histrionic ability? Roeper Review, 16(4), 293–294.CrossRefGoogle Scholar
(1998). The Road to Critical Thinking: The Perry Scheme and Meaningful Differentiation. NASSP Bulletin, 82(595), 12–20.CrossRefGoogle Scholar
, & (1996). “Content acquisition in problem-based learning: Depth versus breadth in American studies.” Journal for the Education of the Gifted, 19, 257–275.CrossRefGoogle Scholar
(2000). The disciplined mind: Beyond facts and standardized tests, the K-12 education that every child deserves. New York: Penguin Putnam.Google Scholar
, & (1976). The creative vision: A longitudinal study of problem finding in art. New York: Wiley.Google Scholar
, & (2001). Analytical, creative, and practical intelligence as predictors of self-reported adaptive functioning: A case study in Russia. Intelligence, 29(1), 57–73.CrossRefGoogle Scholar
, , , & (2000). Creative approaches to problem solving: A framework for change (2nd ed.). Dubuque, IA: Kendall/Hunt.Google Scholar
, & (1993). Accomplishments and future plans of high school seniors who participated in an elementary enrichment program. Roeper Review, 15(3), 176–178.CrossRefGoogle Scholar
(1990). Before the gates of excellence: The determinants of creative genius. Cambridge: Cambridge University Press.Google Scholar
& (2001). The Miniature Guide to Critical Thinking Concepts and Tools. Dillon Beach, CA: Foundation for Critical Thinking.Google Scholar
(2000). Survival of the fittest or the most talented? Deconstructing the myth of the musical maestro. Journal of Secondary Gifted Education, 12(1), 25–38.CrossRefGoogle Scholar
, & (1997). Helping gifted students develop metacognitive awareness. Roeper Review, 20, 4–8.CrossRefGoogle Scholar
(2000). Learning theories: An educational perspective (3rd ed.). Upper Saddle River, NJ: Merrill.Google Scholar
(Ed.). (1988). The nature of creativity: Contemporary psychological perspectives. New York: Cambridge University Press.Google Scholar
(2001a). Complex cognition: The psychology of human thought. Oxford: Oxford University Press.Google Scholar
(2001b). What is the common thread of creativity? Its dialectical relation to intelligence and wisdom. American Psychologist, 56(4), 360–362.CrossRefGoogle Scholar
(1993). The beyonders in a thirty-year longitudinal study of creative achievement. Roeper Review, 15(3), 131–139.CrossRefGoogle Scholar
, , , , & (1998). National study of science curriculum effectiveness with high ability students. Gifted Child Quarterly, 42, 200–211.CrossRefGoogle Scholar
, , , & (2000). An evaluation of the implementation of curriculum innovation: The impact of Wm & mary units on schools. Journal for the Education of the Gifted, 23, 244–272.CrossRefGoogle Scholar
VanTassel-Baska, J., & Bracken, B. A. (in press). Project Athena: The teaching of reasoning to students in low-income title I schools.
, & (Eds.). (2003). Designing and utilizing evaluation for gifted program improvement. Waco, TX: Prufrock Press.Google Scholar
, , , & (2002). A curriculum study of gifted student learning in the language arts. Gifted Child Quarterly, 46, 30–44.CrossRefGoogle Scholar
Volk, V. (2004). Confidence building and problem solving skills: An investigation into the impact of the Future Problem Solving Program on secondary school students' sense of self-efficacy in problem solving, in research, in teamwork, and in coping with the future. University of New South Wales, Sydney, Australia.
, , & (1997). A survey of classroom practices with third and fourth grade students in the United States. Gifted Education International, 12(1), 29–33.CrossRefGoogle Scholar
, & (2003, Fall). The results of the classroom practices survey replication in two states. The National Research Center on the Gifted and Talented Newsletter, 3–8.Google Scholar
Accessibility standard: Unknown
Accessibility compliance for the PDF of this book is currently unknown
and may be updated in the future.
- 1
- Cited by