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- W3187149518 abstract "The theory presented in this chapter describes the ways in which three different kinds of knowledge interact with one another to produce what is referred to as “blended knowledge.” Received and analyzed knowledge form the basis for most traditional learning situations; however, the assertion emphasized in this chapter is that these two types of knowledge have limited value so far as investigative and creative productivity are concerned unless they are applied to a real problem. Real problems differ from other types of teacher-assigned problems in that: (1) students select the specific problem they want to pursue, (2) they address the problem using the authentic methodology of practicing professional, (3) there is no predetermined solution or teacher-prescribed “right answer” to the problem, and (4) the work is intended to influence an audience(s) other than or in addition to the teacher. The theory has relevance to the teacher training pedagogy that should be advocated in gifted education programs because it is argued that the major goal of such programs should be to increase the world’s reservoir of creative and productive individuals." @default.
- W3187149518 created "2021-08-16" @default.
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- W3187149518 date "2021-01-01" @default.
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- W3187149518 title "A Theory of Blended Knowledge and a Technology-Based Approach for the Development of Creative Productive Giftedness" @default.
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- W3187149518 doi "https://doi.org/10.1007/978-3-030-72216-6_12" @default.
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