Affect and Meeting the Needs of the Gifted Chemistry Learner: Providing Intellectual Challenge to Engage Students in Enjoyable Learning - Affective Dimensions in Chemistry Education - page 146

Fig. 3 The design of the ASCEND project offered intellectual demands matched to gifted
learners, which allowed them to enjoy a higher level of intellectual engagement

￿ Chance to think independently.
￿ Discussing my ideas and working things out.
￿ Discussing different ideas that we had and finding things that made other things
make sense.

It should not be surprising that being asked to engage in in-depth exploration of
complex questions that facilitates understanding complicated things should be

' '

linked with enjoyment, for as Trout suggests, there is a special kind of intellectual

satisfaction—an affective component—that occasions the acceptance of an expla-
nation, a sense that we have achieved understanding of the phenomena

'

(Trout,

'

2002 , p. 213).