Abstract
ABSTRACT In this article, I discuss the application of an augmented theory of successful intelligence to identification, teaching, and assessment of the gifted in STEM disciplines. The theory holds that giftedness in STEM (as well as in other fields) can be understood in terms of an integration of creative, analytical, practical, and wisdom-based skills. First, I introduce the general issues underlying the article. Then, I discuss the relevance of the theory to identification. Next, I consider issues relevant to teaching the gifted in STEM disciplines. Finally, I draw some conclusions regarding the teaching of the gifted in STEM.
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