Talent Development in Science: A Unique Tale of One Student's Journey

Neu, Terry W.; Baum, Susan M.; Cooper, Carolyn R.

doi:10.4219/jsge-2004-467

Cited by 7 publications

(5 citation statements)

References 6 publications

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“…Several comparative studies (Neu, Baum & Cooper (2004) among others) consistently report that LD students exposed to an activitybased science curriculum outperformed their counterparts exposed to textbook-based instruction on immediate and delayed recall tests and that LD students reported a strong preference for this kind of learning in terms of enjoyment, interest, and competence.…”

Section: Theoretical Underpinningsmentioning

confidence: 97%

“…Group learning is assumed to foster cognitive and social skills for all students. Learners, and most particularly LD students, are more likely to produce creative ideas when they examine their own ideas and also have the opportunity to interact with other people and their ideas (Neu et al, 2004). However, LD students often feel unmotivated or consider themselves incapable of working alone while at the same time they lack confidence in their social skills for working in large groups.…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

“…Feeling that they work together with peers toward the same goal helps LD students achieve higher. They find an opportunity to expose their talents, complement their skills, and receive assistance (Neu et al, 2004). Group work exposes students to a wider variety of teaching approaches that would more likely address the needs of LD students (Cawley, Hayden, Cade & Baker-Kroczynski, 2002).…”

Section: Theoretical Underpinningsmentioning

confidence: 99%

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Instructional Activities and Group Work in the Us Inclusive High School Co-Taught Science Class

Moin

Magiera

Zigmond

2008

Int J of Sci and Math Educ

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In the US, there is a significant number of learning-disabled high school students included in regular science classrooms. It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers' roles. In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying question of this research was whether inclusive classes with two teachers delivered the type of science education that is better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a specialeducation teacher present in the class, learning-disabled students usually did not receive a science education that met their needs. We elaborate on the reasons for this problem and make suggestions for improvement.

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Section: Theoretical Underpinningsmentioning

confidence: 97%

Section: Theoretical Underpinningsmentioning

confidence: 99%

Section: Theoretical Underpinningsmentioning

confidence: 99%

See 1 more Smart Citation

Instructional Activities and Group Work in the Us Inclusive High School Co-Taught Science Class

Moin

Magiera

Zigmond

2008

Int J of Sci and Math Educ

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“…F.A. Dixon [21] presented the rationale for teaching thinking skills and discussed activities that focus on synthesis and evaluation. The call for curricula that both model and encourage the thinking skills that students possess is a challenge for all educators who teach verbally gifted students.…”

Section: педагогічні інновації: ідеї реалії перспективиmentioning

confidence: 99%

Didactic Interpretation of Personal Quality of Gifted

Voloshchuk¹,

Madzihon²

2019

PIIRP

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The article presents generalizations on educational policies and practices regarding gifted learning. First of all, global problems of gifted learning are outlined. After that, attention is focused on the effectiveness of the educational process in the environment of gifted individuals. It is not possible to achieve efficiency without analyzing the basic principles of organizing the educational process in educational institutions for gifted individuals. As a result, an analysis is made of the students' perceived classroom activity regarding significance, challenge, choice and attractiveness. Before you begin to analyze the quality of training for individual subjects, the quality review toolkit is subjected to examination. Among a number of educational subjects, the quality of teaching mathematics and language art is assessed. On the basis of the above, the prospect of gifted learning is outlined, the final results of education and development of gifted high school students are grounded, and requirements for effective management of education are gifted at the level of the educational institution. The article states that a number of factors are reflected in the efficiency of gifted learning. First of all, this is the academic asynchrony of the gifted, their differences in focusing and distribution of attention. It turns out the source of individual differences in thinking by analogy. An analogy is observed in solving verbal and visual problems, which, along with other data, is in the plane of theoretical foundations of effective teaching and development of gifted, development of their talents. The factors of academic and creative achievements of gifted students are singled out. It is also noted that the loss of achievements during the transition of gifted students from junior to high school. One of the reasons for this phenomenon is the presence of subjectively false concepts during the study, say, natural sciences, associated with the specifics of intelligence and sexual differences. On that basis the educational practice is described which leads to the exclusiveness of gifted. The constituent elements of this practice are the task of learning to think and, in particular, think creatively and critically. This practice is specified by the commandments for the development of academic talent gifted. These commands are illustrated with examples of talent development to the study of natural sciences and technological creativity. It turns out that, even fine art finds itself a prominent place in this work, because it contributes to the development of students' attention. The article ends with the problem of intercultural transfer of positive practice of teaching gifted senior pupils and its individual elements.

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“…Research has shown that special considerations are essential to gifted education in science and technology. These include frequent interaction with mentors, access to authentic equipment and materials, and sufficiently challenging curricula that entice students to embark on self-initiated learning [10], [11].…”

Section: A Giftedness and Gifted Educationmentioning

confidence: 99%

Engineering Outreach: A Successful Initiative With Gifted Students in Science and Technology in Hong Kong

Chan¹,

Hui²,

Dickinson

et al. 2010

IEEE Trans. Educ.

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The primary goal of engineering outreach is to attract prospective students to engineering education and the engineering profession. Gifted students, especially those identified as possessing unusually high abilities in science and technology, are especially promising students to attract to careers in engineering. It is critical to cultivate these students' interests and develop their potential for engineering while encouraging them to pursue engineering studies beyond K-12 education. This article presents examples of the successful learning outcomes of an ongoing University-based Electronics Technology Project Study (UETPS) program, a joint endeavor between the IEEE Hong Kong Section, the Education Bureau of the Hong Kong SAR Government, and the Hong Kong Academy of Gifted Education (HKAGE). The UETPS program promotes electrical, electronic, and computer engineering education in Hong Kong and is aimed particularly at gifted students as well as their parents, teachers, and schools. Project applicants underwent formal identification procedures by the Gifted Education Section of the HKSAR Education Bureau and were identified as being gifted in the area of science and technology. Selected participants then participated in one-year research projects in electronics and computer engineering under the guidance of university professors in their respective engineering departments. This program addresses an urgent need of the engineering education sector by reaching out to highly talented K-12 students and their surrounding communities. According to the evaluation results, the UETPS program has significantly enhanced the participating students' interest in engineering as a career choice and encouraged them to pursue undergraduate studies in engineering. This article

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Talent Development in Science: A Unique Tale of One Student's Journey

Cited by 7 publications

References 6 publications

Instructional Activities and Group Work in the Us Inclusive High School Co-Taught Science Class

Instructional Activities and Group Work in the Us Inclusive High School Co-Taught Science Class

Didactic Interpretation of Personal Quality of Gifted

Engineering Outreach: A Successful Initiative With Gifted Students in Science and Technology in Hong Kong

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