Technology students’ views of intelligence and the implications for classroom practice
Year: 2003
Type: other
Abstract: This paper explores the views of intelligence held by two\ngroups of students studying for the degree of Bachelor of\nTechnology Education (B.Tech.Ed) at a Scottish\nUniversity. The course is specifically designed to educate\nstudents for a career as teachers of technical education in\nsecondary schools. The research builds upon the work\ncarried out by Carol Dweck on implicit theories. Dweck\n(Dweck and Legge, 1998) postulates that two views of\nintelligence are held which she labels entity and\nincremental. The entity view assumes that intelligence is\nstable and global. Incremental views on the other hand are\nbased on the assumption that intelligence is malleable and\ncan change over time and according to context. The theories\nthat are held by individuals have important implications for\nteachers through determining the type of learning structures\nthey create. Analysis of the two groups indicates some\nimportant differences between them. These are explored and\nthe implications of the findings are discussed.
Author: Dow, Wendy J.
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2289534621