Abstract
This chapter describes the belief system which has been interpreted by the authors to be at the core of the self-regulated learning of science undergone by an individual high achieving, gifted learner. The case reported is of a learner referred to as André. He was observed to apply a number of cognitive and metacognitive strategies in his learning of science motivated by his beliefs of what the nature of learnt meaningful knowledge should be that is precise, elegant, and transferable.
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Stott, A.E., Hobden, P.A. (2016). A Belief System at the Core of Learning Science. In: Demetrikopoulos, M.K., Pecore, J.L. (eds) Interplay of Creativity and Giftedness in Science. Advances in Creativity and Giftedness. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-163-2_6
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DOI: https://doi.org/10.1007/978-94-6300-163-2_6
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