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dc.contributor.authorPajchel, Katarina
dc.contributor.authorRamton, Aase Marit T. Sørum
dc.date.accessioned2021-05-12T12:05:54Z
dc.date.available2021-05-12T12:05:54Z
dc.date.created2021-05-04T23:53:58Z
dc.date.issued2021-04-28
dc.identifier.citationNordic Studies in Science Education. 2021, 17 (2), 167-180.en_US
dc.identifier.issn1504-4556
dc.identifier.urihttps://hdl.handle.net/11250/2755187
dc.description.abstractThis article presents how an inquiry-based teaching unit designed for the regular classroom can support the motivation and learning of gifted students. Inquiry-based teaching was conducted with such students, and data were gathered via anonymous questionnaires in which the students were asked how they per-ceived the learning activities. The responses were clustered around five themes: instructive teaching, deeplearning, interest, variation and mastering. Our results indicate that these five aspects support students’ learning directly and indirectly through motivation. The inquiry-based teaching unit is distinct in that it allows the learner to immerse him or herself in a topic of interest and in varied and advanced tasks, deepening subject knowledge and enhancing practical and creative ways of working. The relevance and applications of the subject knowledge were found to be additional motivating factors. The teaching unit provides examples of several adaptation strategies recommended for gifted students integrated into the regular classroom.en_US
dc.language.isonoben_US
dc.publisherNaturfagsentereten_US
dc.relation.ispartofseriesNorDiNa;17 (2)
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectEvnerike eleveren_US
dc.subjectHøytpresterende eleveren_US
dc.subjectMotivasjonen_US
dc.subjectInteresseren_US
dc.subjectDybdelæringen_US
dc.subjectUtforskende undervisningen_US
dc.titleHvordan kan et utforskende undervisnings- opplegg i naturfag støtte læring og motivasjon hos elever med stort læringspotensial?en_US
dc.title.alternativeGifted students' learning and motivation through an inquiry-based science uniten_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderAuthors retain copyright.en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.5617/nordina.7130
dc.identifier.cristin1908093
dc.source.journalNordic Studies in Science Educationen_US
dc.source.volume17en_US
dc.source.issue2en_US
dc.source.pagenumber14en_US


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal