Science Education for Gifted Learners

1. Auflage 2007
ISBN: 978-0-415-39534-2
Verlag: Taylor & Francis

Buch, Englisch, 256 Seiten, Format (B × H): 154 mm x 233 mm, Gewicht: 398 g

Science is central to our modern technological society, yet many of the most able pupils who could become the scientists of tomorrow turn away from science as soon as they have a choice in their studies. Science is often seen to be difficult or boring, and fails to engage or challenge those who are most suited to excel in scientific studies.

This book asks what classroom teachers can do to make sure that their science teaching is stimulating and challenging for their students. Topics covered include:

- what do we mean by gifted and able children?

- gifted children that slip through the net

- challenging science through modelling

- asking questions in science

- exploring topical issues

- challenging science through talk

- after-school enrichment.

Set in the wider context of debates about the provision for those labelled ‘gifted’ and ‘exceptionally able’, this book explores the meaning of these categories, and considers what they may imply in such approaches as setting, streaming, acceleration and enrichment.

Zielgruppe

Academic and Professional Practice & Development

Autoren/Hrsg.

Taber, Keith S

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Hochbegabtenförderung

Inhaltsverzeichnis

Section 1: Defining Terms 1. What Do We Mean by Gifted, Intelligent or Able in Science? 2. Characteristics of the Gifted and Exceptionally Able 3. Slipping through the Net – Underachievers and Dual Exceptionalities 4. Learning with an Attitude – Working in the Affective Domain 5. Meeting the Needs of the Most Able in Science – Inside, or Out? 6. ‘Levelness’ of the Most Able in Science Section 2: Approaches to Challenging Science Education 7. Challenging Science Learners through Modelling 8. Asking Questions in Science 9. Exploring Contemporary Issues 10. Explaining Science 11. Challenging Science through Dialogue Section 3: Putting the Ideas into Practice 12. Applying the Ideas in Class 13. After-School Enrichment – Schools Working Together to Provide for Able Science Learners Section 4: Reflections 14. Able Pupils Experiencing Challenging Science – What Has the Project Achieved? 15. Reflections from the Post-Compulsory Perspective 16. Meeting the Needs of Learners through Challenging Science Education

Über Autor(innen)

Keith S. Taber is a senior lecturer in science education at the University of Cambridge.