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Technology students’ views of intelligence and the implications for classroom practice
online resource
posted on 2007-05-23, 10:30 authored by Wendy J. DowThis paper explores the views of intelligence held by two
groups of students studying for the degree of Bachelor of
Technology Education (B.Tech.Ed) at a Scottish
University. The course is specifically designed to educate
students for a career as teachers of technical education in
secondary schools. The research builds upon the work
carried out by Carol Dweck on implicit theories. Dweck
(Dweck and Legge, 1998) postulates that two views of
intelligence are held which she labels entity and
incremental. The entity view assumes that intelligence is
stable and global. Incremental views on the other hand are
based on the assumption that intelligence is malleable and
can change over time and according to context. The theories
that are held by individuals have important implications for
teachers through determining the type of learning structures
they create. Analysis of the two groups indicates some
important differences between them. These are explored and
the implications of the findings are discussed.
History
School
- Design
Research Unit
- D&T Association Conference Series
Publisher
© DATAPublication date
2003Notes
This is a conference paperLanguage
- en