Relevant bibliographies by topics / Gifted science learner

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Gifted science learner'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Gifted science learner"

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Yıldırım, Rana, and Duygu İspinar Akcayoglu. "A Study of Young Gifted Learners’ and Their Teachers’ Perceptions of Effective EFL Learners." Journal for the Education of the Gifted 42, no. 1 (2018): 85–104. http://dx.doi.org/10.1177/0162353218816507.

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This study compared gifted learners’ and their English teachers’ perceptions of who is an effective English as a foreign language (EFL) learner. The research questions include the following: (a) What are young gifted learners’ perceptions of an effective EFL learner? (b) What are English teachers’ perceptions of an effective EFL learner? and (c) Is there a match between young gifted learners’ and their English teachers’ perceptions of an effective EFL learner? The participants were two gifted learners attending the English classes at the Science and Arts Center (BILSEM) in Adana, Turkey, and t
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Shore, Bruce M. "Context Matters in Gifted Education." Education Sciences 11, no. 8 (2021): 424. http://dx.doi.org/10.3390/educsci11080424.

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Bruce M. Shore’s research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners’ educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert–gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles,
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Yu, Eun-Jeong. "Exploring Learner Identity of Gifted Students Who Want to Major in Astronomy in a Science Gifted School." Korean Association For Learner-Centered Curriculum And Instruction 20, no. 19 (2020): 329–55. http://dx.doi.org/10.22251/jlcci.2020.20.19.329.

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Peer, Lindsay, and Susan Tresman. "Dyslexic and Gifted: Are the Two really Compatible? And How Can these Learners be Nurtured?" Gifted Education International 20, no. 1 (2005): 29–35. http://dx.doi.org/10.1177/026142940502000106.

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For many years people questioned the very existence of dyslexia. Comments muttered under the breath implying that middle class parents were using the word ‘dyslexia’ as an excuse for poor performance were not uncommon. The thought that a child could realistically be both dyslexic and gifted was inconceivable! As for those who were from non-white backgrounds - dyslexia was simply not considered a possibility! At a SCAA conference (late 1990s) on English as an Additional Language, issues relating to dyslexia and to high I.Q. were not explicitly included when debating and defining future governme
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Uzunboylu, Huseyin, and Cigdem Hursen. "Editors Message and Referees Index." Cypriot Journal of Educational Sciences 10, no. 4 (2015): 294. http://dx.doi.org/10.18844/cjes.v10i4.152.

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From the EditorsHuseyin Uzunboylu, Cigdem HursenIt is an honor for us to welcome you as Editors of Cypriot Journal of Educational Sciences which has accepted publications indexed in qualified databases since 2006. We are ready to publish the new studies of Cypriot Journal of Educational Sciences which has 5 full length articles written by authors from, Cyprus, Iran and Turkey.The aim of this issue is to give the researchers an opportunity to share their academic studies. First of all, I would like to thank all who have contributed to this issue. There are different focuses. For example, Cihat
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Dailey, Debbie. "Using Engineering Design Challenges to Engage Elementary Students With Gifts and Talents Across Multiple Content Areas." Gifted Child Today 40, no. 3 (2017): 137–43. http://dx.doi.org/10.1177/1076217517707236.

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With the release of the Next Generation Science Standards and the adoption of the standards by many states, teachers are encouraged to use the engineering design process (EDP) as an instructional approach to teaching science. However, teachers have limited time to teach science and will often neglect science in favor of mathematics and literacy instruction. To make this feasible for elementary classrooms, teachers should be encouraged to implement integrated units of study utilizing EDP to cohesively bind content areas and to increase active learning, critical thinking, and problem solving amo
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Park, Kyeong-Jin, Hyun-Chul Jung, Chun-Ryol Ryu, and BeomSeok Kim. "A Study on the Difference of Learner Characteristics between Disadvantaged Gifted Students and General Science Gifted Students: Focused on Self-Regulated Learning Ability." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 5 (2019): 307–27. http://dx.doi.org/10.22251/jlcci.2019.19.5.307.

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Rooks, Deborah L., and C. June Maker. "Inquiry: A Teaching Approach for Gifted Visually Impaired Learners." Gifted Education International 25, no. 2 (2009): 172–87. http://dx.doi.org/10.1177/026142940902500207.

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Inquiry is a dynamic approach to learning and teaching that involves a process of experiencing the natural world. As they pose questions about the information, learners conduct research for genuine reasons, make new discoveries, and test their discoveries to generate new knowledge and understanding. Inquiry is an approach that fits the learning needs of both visually impaired students and students who are gifted, and is especially important for gifted students with visual impairments. We introduce readers to inquiry approaches, review the theoretical framework, outline the characteristics of i
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Schroth, Stephen T., and Jason A. Helfer. "Gifted & Green." Gifted Child Today 40, no. 1 (2017): 14–28. http://dx.doi.org/10.1177/1076217516675903.

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Environmental studies provide an ideal opportunity for gifted children of any age to build critical and creative-thinking skills while also building skills in science, technology, engineering, and mathematics (STEM) areas. Exploring issues related to sustainability and environmental concerns permits gifted learners to identify problems, develop research questions, gather and analyze data, develop possible solutions, and disseminate this information to others. Green issues are especially appealing to gifted learners as they are sensitive to the world around them and often long to engage in proj
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Johnson, Dana T., Linda Neal Boyce, and Joyce VanTassel-Baska. "Science Curriculum Review: Evaluating Materials for High-Ability Learners." Gifted Child Quarterly 39, no. 1 (1995): 36–42. http://dx.doi.org/10.1177/001698629503900106.

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This article describes the findings of a review of existing K-8 science curriculum materials that was carried out under the National Science Curriculum Project for High-Ability Learners. Twenty-seven sets of materials were reviewed using criteria developed and refined by project staff. The purpose of the review was to ascertain whether currently available materials met the new standards in the teaching of science and the needs of gifted learners. The review findings suggest that existing basal textbooks fail to meet new science curriculum standards for all students, but particularly for high-a
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Dissertations / Theses on the topic "Gifted science learner"

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Menshew, Dave. "Engaging Hispanic Science Learners Within California's Central Valley| A Mixed Methods Study of the Perceptions of High School Teachers Relative to Advanced Placement Science Courses." Thesis, Brandman University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10817271.

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<p> <b>Purpose:</b> The purpose of this mixed methods study was to examine the engagement of Hispanic Advanced Placement science learners in California's Central Valley as perceived by high school teachers. </p><p> <b>Methodology:</b> The mixed method study surveyed 20 Advanced Placement science teachers from the region of interest. Likert surveys were used to determine: 1) their perceptions of the engagement of Hispanic students by the AP Program, and 2) barriers presented by the AP Program. Quantitative results indicated teacher support for the AP Program and few barriers as currently admi
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Svegreus, Sandra. "Are we forgetting the gifted students? : How English teachers work with gifted students in Swedish upper secondary schools." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55230.

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The aim of this qualitative study is to investigate how upper secondary school teachers in Sweden identify and, if they do, support gifted students. Semi-structured interviews were conducted to collect data from seven upper secondary school English teachers in Sweden. The results show that the teachers are able to identify gifted students after they perform certain tests or tasks. All teachers state that it is important to give gifted students the necessary help and attention they need. The methods that were used to support the gifted students were to have flexible assignments that could be ad
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Charamba, Erasmos. "The impact of enrichment programs on the performance of gifted science learners." Diss., 2013. http://hdl.handle.net/10500/14261.

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In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted learners are left to look after themselves when they are done with class work or worse still, asked to teach their non-gifted classmates. Some educationists advocate for a differentiated curriculum between gifted and non-gifted learners. This study sought to establish the impact of enrichment programs to gifted Science learners. Forty gifted learners were identified and drawn equally into one of the two groups — experimental or control. Thes
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Books on the topic "Gifted science learner"

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Taber, Keith. Science education for gifted learners. Routledge, 2007.

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Smith, Kenneth J. SCIENCE Challenging Units for Gifted Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003233565.

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VanTassel-Baska, Joyce. Planning science programs for high ability learners. ERIC Clearinghouse on Disabilities and Gifted Education, the Council for Exceptional Children, 1998.

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Callahan, Carolyn M. Advanced Placement and International Baccalaureate programs: A "fit" for gifted learners? National Research Center on the Gifted and Talented, 2006.

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Using science to develop thinking skills at Key Stage 1: Practical resources for gifted and talented learners. David Fulton, 2004.

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Taber, Keith. Science Education for Gifted Learners. Routledge, 2007.

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Taber, Keith S. Science Education for Gifted Learners. Taylor & Francis Group, 2007.

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Taber, Keith S. Science Education for Gifted Learners. Taylor & Francis Group, 2007.

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Taber, Keith S. Science Education for Gifted Learners. Taylor & Francis Group, 2007.

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Taber, Keith S. Science Education for Gifted Learners. Taylor & Francis Group, 2007.

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Book chapters on the topic "Gifted science learner"

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Heilbronner, Nancy N., and Joseph S. Renzulli. "Understanding the Gifted Learner." In The Schoolwide Enrichment Model in Science. Routledge, 2021. http://dx.doi.org/10.4324/9781003238898-1.

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Sumida, Manabu. "Science Education for Gifted Learners." In Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_35.

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Matthews, Michael S. "Science Curriculum for Gifted Learners." In Introduction to Curriculum Design in Gifted Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003235842-11.

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Wagner, Carol. "An Introduction to Food Science." In SCIENCE Challenging Units for Gifted Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003233565-6.

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Bozeday, Joshua. "Physics: The Science of Motion." In SCIENCE Challenging Units for Gifted Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003233565-5.

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Cotabish, Alicia, Debbie Dailey, Rachelle Miller, Steve V. Coxon, and Cheryll M. Adams. "The Next Generation Science Standards and High-Ability Learners." In Teaching Gifted Children. Routledge, 2021. http://dx.doi.org/10.4324/9781003238638-55.

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Farah, Yara N., and Lindsay M. Nixon. "Dynamic Teaching in Science." In Assessment of Gifted and High-Ability Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003233114-8.

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Smith, Kenneth J., and Susan Stonequist. "Building a Miniature Golf Course: S.T.E.A.M. (Science, Technology, Engineering, Art, and Math)." In Challenging Units for Gifted Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003233558-4.

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Smith, Kenneth J. "What Are They Thinking? The Cognitive Processes of Gifted Learners." In SCIENCE Challenging Units for Gifted Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003233565-2.

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Smith, Kenneth J. "Memories Are Made of This: The Psychology of Human Memory." In SCIENCE Challenging Units for Gifted Learners. Routledge, 2021. http://dx.doi.org/10.4324/9781003233565-3.

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Conference papers on the topic "Gifted science learner"

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"Classroom Implementation of Instructional Strategies and Techniques that are Based on Universal Instructional Design Principles and Support Diversity." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4197.

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Aim/Purpose: This paper describes foundational principles of universal instructional design (UID), which is also known as universal design for learning, that support accessibility and inclusivity for a diverse population of students and discusses how these design principles and instructional strategies are being implemented in courses we instruct. Background: The goal of any instructor should be to ensure all students have their learning needs met. Unfortunately, this is complex. Each student is unique and can have individual learning needs and preferences. Consequently, it would likely be imp
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