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Inventions And Inventing For Gifted Students

Overview

Inventing involves creativity applied to a problem-solving process, which can be taught. Through teaching instructional units on inventing, multiple creative skills are infused into one unit. Teachers who provide their students with such instruction see inventions as a natural way of packaging creativity training in an authentic and meaningful way. Applying creative thinking skills and a knowledge of a field of study to create exciting inventions is at the heart of the inventing process. This guide offers a ...
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Inventions and Inventing for Gifted Students

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Overview

Inventing involves creativity applied to a problem-solving process, which can be taught. Through teaching instructional units on inventing, multiple creative skills are infused into one unit. Teachers who provide their students with such instruction see inventions as a natural way of packaging creativity training in an authentic and meaningful way. Applying creative thinking skills and a knowledge of a field of study to create exciting inventions is at the heart of the inventing process. This guide offers a practical introduction to the inventing process: getting students interesting in inventing, teaching the inventing process, patenting new product ideas, participating in inventions conventions and competitions, and an extensive listing of print and Web-based resources. This is one of the books in Prufrock Press' popular Practical Strategies Series in Gifted Education. This series offers a unique collection of tightly focused books that provide a concise, practical introduction to important topics concerning the education of gifted children. The guides offer a perfect beginner's introduction to key information about gifted and talented education.
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Product Details

Meet the Author

Thomas P. Hébert is an associate professor of educational psychology at the University of Georgia in Athens, where he teaches graduate courses in gifted and creative education and qualitative research methods. He has been a teacher for 13 years, 10 of which were spent working with gifted students at the elementary, middle, and high school levels. He serves on the board of directors of the National Association for Gifted Children (NAGC). In 2000, NAGC named Dr. Hébert an Early Scholar. He conducts workshops nationally and internationally on topics related to gifted education. His areas of research interest include social and emotional development of gifted children, underachievement, culturally diverse gifted students, and problems faced by gifted young men.
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