Policy and Practice in Science Education for the Gifted

Approaches from Diverse National Contexts
1. Auflage 2017
ISBN: 978-0-415-73741-8
Verlag: CRC Press

Buch, Englisch, 228 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 385 g

Reihe: Routledge Research in Achievement and Gifted Education

Gifted education has come to be regarded as a key national programme in many coutnries, and gifted education in science disciplines is now being recognised to be of major importance for economic and technological development. Despite these initiatives and developments internationally, there are very few discussions on gifted education in science drawing upon practices and experiences in different national contexts. In support of an international dialogue between researchers and practitioners, often working within isolated traditions, this book offers information on key influential approaches to science education for gifted learners and surveys current policy and practice from a diverse range of educational contexts. The volume offers an informative introduction for those new to studying gifted science education, as well as supporting the development of the field by offering examples of critical thinking about key issues, and accounts of the influences at work within education systems and the practical complexities of providing science education for the gifted. The contributions draw upon a variety of research approaches to offer insights into the constraints and affordancxes of working within particular policy contexts, and the strengths and challenges inherent in different approaches to practice.

Chapters include:

- Teaching science to the gifted in English state schools: locating a compromised 'gifted & talented' policy within its systemic context

- Models of education for science talented adolescents in the United States: Past, present, and likely future trends

- Navigating the shifting terrain between policy and practice for gifted learners in Tanzania

- Science education for female indigenous gifted students in the Mexican context

- Gifted Science Education in the Context of Japanese Standardization

This book will appeal to scholars, practitioners and policy makers who are in the field of gifted science education.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Sumida, Manabu

Taber, Keith

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung

Inhaltsverzeichnis

1. Editor’s preface

2. Notes on contributors

3. Chapter 1: Working to meet the needs of school pupils who are gifted in science through school-university initial teacher education partnerships

4. Chapter 2: Effective practices for teaching science to gifted students

5. Chapter 3:‘Seaing’ the Difference – Turning Policy into Practice in a Secondary Science Gifted Programme in Marine Science

6. Chapter 4: Navigating the shifting terrain between policy and practice for gifted learners in Tanzania

7. Chapter 5: Science education for gifted students in Israel: A dynamic view of giftedness

8. Chapter 6: Science education for the gifted in Singapore -Trends, significance and opportunities

9. Chapter 7: Policy and Practice in Science Education for the Gifted in Taiwan

10. Chapter 8: Growing up to be an outstanding Filipino scientist: Implications for supporting gifted learners

11. Chapter 9: Ways to Strengthen the Nation Competitiveness: Science Gifted Education Policies in High Schools in Korea

12. Chapter 10: Gifted Science Education in the Context of Japanese Standardization

13. Chapter 11: Science Olympiad students: a case study of aspiration, attitude and achievement

14. Chapter 12: Science Education for Female Indigenous Gifted Students in the Mexican Context

15. Chapter 13: Models of Education for Science Talented Adolescents in the United States: Past, Present, and Likely Future Trends

16. Chapter 14: Teaching science to the gifted in English state schools: locating a compromised 'gifted & talented' policy within its systemic context

Über Autor(innen)

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

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