Gifted Education in Science and Chemistry: Perspectives and Insights into Teaching, Pedagogies, Assessments, and Psychosocial Skills Developmen

Abstract

This article provides gifted education perspectives and creative insights with a particular focus on chemistry and science, and discusses associated teaching, learning, pedagogies, curriculum developments and assessments in the context of gifted education. The article emphasizes the cluster grouping approach, hidden curriculum, mentoring and proper counselling provisions in school that may significantly impact on gifted students' developments. The article discusses gifted students' psychosocial skills development to achieve their eminence. The implicated issues surround the development of psychosocial skills are discussed. The article sheds light on the cultural aspects of gifted education as the gifted students representing diverse cultural backgrounds encounter cognitive conflicts which affect their science learning and psychosocial skills development.

*Striving to Excel in STEM: Insights From Underrepresented, Minoritized Graduate Students With High Academic Ability

“…In addition, limited exposure to challenging and advanced math and science courses impeded Black girls’ interest and passion in STEM disciplines, even though they performed well in fundamental courses (Rollock, 2007). Cultural conflicts also occurred when minoritized students’ life-world culture 5 was inconsistent with the culture of school science, which caused inner conflicts, such as cognitive and cultural conflicts (Chowdhury, 2016). Exacerbating the issue, STEM high school administrators did not emphasize the recruitment of minoritized students (Forman et al, 2015).…”

Towards the Achievement of a Unified, Uniform and Socially-Just 'Gifted Education Policy Acceptable on a Global Scale

“…Because of elitism, misconceptions and misunderstandings, our community in the past could not foster the academic talents well. If social misconceptions, misunderstandings and elitism about giftedness are prevalent in the society, then the gifted students may find themselves in a predicament situation that severely affect their psychosocial skills and further developments (Chowdhury, 2016b).…”