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Peer reviewedGallagher, Shelagh A.; Stepien, William J. – Journal for the Education of the Gifted, 1996
This study found no differences in content acquisition (as measured by a standardized test) of 167 gifted 10th graders in American Studies classes who received either a problem-based learning approach or traditional instruction. Results did not support the common assumption that curriculum fostering higher order thinking skills inevitably results…
Descriptors: Academic Achievement, Academically Gifted, American Studies, Critical Thinking
