1st Edition

International Perspectives on Science Education for the Gifted Key issues and challenges

Edited By Keith Taber, Manabu Sumida Copyright 2016
    248 Pages
    by Routledge

    246 Pages
    by Routledge

    In the spirit of encouraging international dialogue between researchers and practitioners, often working within isolated traditions, this book discusses perspectives on science education for the gifted informed by up-to-date research findings from a number of related fields. The book reviews philosophy, culture and programmes in science education for the gifted in diverse national contexts, and includes scholarly reviews of significant perspectives and up-to-date research methods and findings. The book is written in a straightforward style for students studying international perspective modules on undergraduate, but especially masters and doctoral degrees in Science Education and Gifted Education. Gifted education has come to be regarded as a key national programme in many countries, and gifted education in science disciplines is now of major importance to economic and technological development. Despite these national initiatives and developments, there are very few discussions on gifted education in science from international perspectives. This will be a valued addition to the scholarship in this emergent field.

    Editors’ preface: Keith S Taber & Manabu Sumida  About the contributors  Chapter 1: Giftedness, Intelligence, Creativity and the Construction of Knowledge in the Science Classroom Keith S. Taber  Chapter 2: Creativity and Science Education for the Gifted: Insights from Psychology Paromita Roy  Chapter 3: Depth and Complexity: A model to differentiate science for gifted students Sandra Kaplan & Jessica Manzone  Chapter 4: Engagement in Theoretical Modeling in Research Apprenticeships for Capable High School Students Elon Langbeheim & Samuel Safran  Chapter 5: "Excuse Me Teacher, But You Made a Mistake...": Interactions between science teachers and gifted students in a regular classroom Naama. Benny & Ron Blonder  Chapter 6: Developing Blended Knowledge in Science Using the Enrichment Triad: Practical applications of an inquiry-based learning model Nancy Heilbronner & Joseph S. Renzulli  Chapter 7: Engaging Learners in the Analysis of Scientific Literature: A practical strategy for enhancing gifted students' interest in science William L. Romine & Troy D. Sadler  Chapter 8: The Nature of Science and the Teaching of Gifted Learners Keith S. Taber  Chapter 9: Gifted Females in Science Sezen Camcı Erdoğan & Fran Riga  Chapter 10: Scientific Giftedness in Japanese Society Manabu Sumida  Chapter 11: Creating a Space and Place for Diverse Learners in Multifarious Contexts Niamh Stack, Margaret Sutherland, Thomas Aneurin Smith & Frida Tungaraza  Chapter 12: Extending the Gifted Science Student: What the teacher needs to do during inquiry learning Gillian Kidman  Chapter 13: The U.S. Science Olympiad Experience: Interplay between competition and cooperation Lucy Kulbago, Bridget K. Mulvey, & Aziz Alamri  Chapter 14: The Experiences of Scholarship Students: Perceptions of New Zealand physical science scholarship holders Jenny Horsley& Azra Moeed  Chapter 15: Neuroscience Research on Science-Talented Learners Ching-chih Kuo, Ching-Po Lin & Hsiao-Lan Sharon Wang  Chapter 16: Meeting the Needs of Twice-Exceptional Children in the Science Classroom Manabu Sumida

















    Keith S. Taber is Professor of Science Education at the University of Cambridge, UK.

    Manabu Sumida is Professor of Science Education at the Ehime University in Japan.

    'This valuable handbook should be a resource on the shelves of all educators who work with gifted education and the content area of science. It should provide necessary research and development support for launching new programs and revitalizing existing ones.'Joyce Van Tassel-Baska, Smith Professor Emerita, College of William and Mary

    'This book offers for the first time an international perspective on science education for students with gifts and talents. Readers will improve their understanding of their own science teaching practice through careful examination of the diverse educational models and points of view this handbook presents.'Dr Michael S. Matthews, Associate Professor of Gifted Education, University of North Carolina at Charlotte