出版社：International Research Association for Talent Development and Excellence (IRATDE)
摘要：This paper focuses on gifted children's and adolescents' narrative interpretations of learning using a neo-Piagetian theory of conceptual development (Case, 1992; Case & Okamoto, 1996) as a framework. Children's narratives develop from action based reasoning to intentional reasoning that incorporates understanding of their own and others' mental states. In adolescence, thinking becomes more interpretive, with a focus on the psychology of individuals involved. Similarly, understanding of learning develops from a focus on the activities of school (e.g., reading, math) to interpretation of the meaningfulness of different learning activities and the meaning of knowledge itself. Students’ narrative accounts of learning are used to articulate the development of epistemological beliefs across childhood and adolescence.
