Ghanaian science and mathematics teachers’ beliefs about gifted education strategies

2020 ◽  
Vol 36 (3) ◽  
pp. 250-265
Author(s):  
Gladys Ami Allotey ◽  
James J Watters ◽  
Donna King
Keyword(s):  
Science Teachers ◽  
Junior High School ◽  
Gifted Education ◽  
Gifted Students ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Innovation And Technology ◽  
The Status ◽  
Formal Policy ◽  
And Mathematics

Ghana is a rapidly developing West African country whose goal is to build a prosperous economy reliant on innovation and technology. Identifying and developing talent in the school system will play a role in achieving this goal; however, there is limited research on the status of gifted education and talent development in Ghana. This study investigated ten Junior High school mathematics and science teachers’ beliefs about giftedness and the strategies they proposed to develop gifted students’ potential into talent. The study drew on data from semi-structured interviews and lesson plans. The findings revealed that teachers had scant knowledge about giftedness and appropriate gifted education strategies. Respondents misconstrued differentiation and acceleration strategies and disregarded their use in developing the gifted. The study highlights the need for the development of a formal policy on gifted education, and the implementation of teacher education programmes that address teachers’ beliefs and knowledge about the gifted and gifted education strategies.

The Impact of Teacher Education on In-service English Teachers’ Beliefs about Self

2016 ◽  
Vol 7 (3) ◽  
pp. 519 ◽  
Author(s):  
Ziwei Xiong
Keyword(s):  
Professional Development ◽  
Junior High School ◽  
Belief Change ◽  
English Teachers ◽  
Teacher Belief ◽  
Structured Interviews ◽  
High School English ◽  
Teachers Beliefs ◽  
Rich Data ◽  
The Impact

This was a qualitative study carried out in the context of 2013 National Teacher Training Program for Junior High School English Teachers in Chongqing China, intending to reveal the impact of the program on four in-service English teachers’ beliefs about self (i. e., about English teachers). Rich data were collected throughout the process of training which lasted for 100 days, including semi-structured interviews, teachers’ class analysis reports, professional development plans, periodic summaries and so on. The findings were interpreted with the help of the classification framework of teacher belief change proposed by Cabaroglu and Roberts, which showed that the impact of the program on these four in-service English teachers’ beliefs about English teachers’ roles, excellent English teachers and English teachers’ professional development was considerable, however, the degree, the nature and the sources of the impact varied across individual teachers.

scholarly journals PERSEPSI GURU TENTANG PRAKTIK KEPEMIMPINAN DAN MANAJEMEN SEKOLAH DALAM MENGEMBANGKAN ORGANISASI PEMBELAJAR

2016 ◽  
Vol 14 (2) ◽  
Author(s):  
Johar Permana ◽  
Sahat Maruli
Keyword(s):  
Organizational Learning ◽  
Teacher Perceptions ◽  
School Leadership ◽  
Science Teachers ◽  
Junior High School ◽  
Academic Optimism ◽  
Scale Model ◽  
Leadership And Management ◽  
Correlational Method ◽  
And Mathematics

This study determines the extent to which the relationship between teacher perceptions of effective of school leadership and management in developing organizational learning and Mathematics and Science teachers’ academic optimism of Junior High School in Pangkal Pinang District. This study uses a quantitative approach with the descriptive correlational method and multivariate analysis. The number of samples is 60 teachers. The instrument is self-administered and Likert scale model survey. Results of hypothesis testing showed positive and significant relationship between teacher perceptions of leadership and management of school practices in developing an organizational learning and academic optimism of teachers, while the context have both positive and negative correlation with teacher academic optimism. Keywords: organizational learning, self-evaluation, academic optimism 

scholarly journals STEM-BASED SCIENCE LEARNING IN JUNIOR HIGH SCHOOL: POTENCY FOR TRAINING STUDENTS’ THINKING SKILL

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Septian Murnawianto ◽  
Sarwanto Sarwanto ◽  
Sentot Budi Rahardjo
Keyword(s):  
High School ◽  
Science Teachers ◽  
Junior High School ◽  
Science Learning ◽  
Junior High ◽  
National Curriculum ◽  
Science Lesson ◽  
Literature Study ◽  
Thinking Skill ◽  
And Mathematics

STEM (Science, Technology, Engineering, and Mathematics) education including science learning, is needed to face 21st-century development, especially for training thinking skill. STEM is believed to increase students’ thinking skill, interest, and STEM literacy. This study aims to know the extent of thinking skill trained through science learning in Junior High School and to know challenges and potencies of developing STEM- based science learning. The study was conducted in SMP N 1 Masaran through various data collection methods. Data were collected by in-depth interviews with 7 science teachers, observation, documentation, and literature study about plan and process of the science lesson, also STEM education as an approach. And then, data were analysed reflectively toward various documents and literature. Assessments which categorized "higher order thinking skill" were below 5% of all assessments provided to students. There are potencies that able to develop to train students’ thinking skill through STEM-based science learning which appropriates with national curriculum in Indonesia. Teachers can innovate in developing strategies and lesson plans to incorporate content Technology, Engineering, and Mathematics in science lesson for train students’ thinking skill.

Korean Science Teachers’ Understanding of Creativity in Gifted Education

2005 ◽  
Vol 16 (2-3) ◽  
pp. 98-105 ◽  
Author(s):  
Hae-Ae Seo ◽  
Eun Ah Lee ◽  
Kyung Hee Kim
Keyword(s):  
Science Teachers ◽  
Gifted Education ◽  
Global Economy ◽  
Educational Development ◽  
Strong Association ◽  
Gifted Students ◽  
Intellectual Ability ◽  
Economic Prosperity ◽  
Cognitive Component ◽  
Education Act

With the passing of Korea's Gifted Education Act, creativity has come to the forefront in considering the future of Korea's economic prosperity in the global economy (Korean Educational Development Institute, 2003). The purpose of this study was to examine the understanding of creativity among Korean science teachers of gifted students. Sixty teachers participated in this study with an open-ended questionnaire about their understanding of creativity. The data were analyzed based on Urban's (1995) three components of creativity. The findings indicated that these science teachers had a thorough understanding of the cognitive component and a strong association of creativity with intellectual ability, but overidentified with the cognitive component, showing less awareness of the personal and environmental components of creativity. To shift their understanding to a more balanced view, personality and environmental components, as well as attributes in other component areas, should be emphasized.

scholarly journals EXPLORING IN-SERVICE SCIENCE TEACHERS’ BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING

2021 ◽  
Vol 20 (3) ◽  
pp. 456-470
Author(s):  
Bob Maseko ◽  
Hlologelo Climant Khoza
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Case Study Research ◽  
The Self ◽  
Structured Interviews ◽  
Teachers Beliefs ◽  
Teacher Professional ◽  
Teacher Professional Knowledge ◽  
Teachers Training ◽  
Teaching Orientations

Research indicates that teachers’ beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers’ self-reported and enacted goals or purpose of science teaching, respectively. A deductive analysis approach was used to analyze interview and classroom observation transcripts, to understand the teacher’s goals or purposes. Results reveal that while teachers have multiple self-reported goals or purpose of science teaching, most of these are not enacted during teaching in the classrooms. This suggests the topic-specific nature of the goals or purposes. Results also show that all the teachers were not aware of the self-as-explainer goal or purpose of science teaching both during interviews and instruction. These findings are discussed, and implications are proposed for science in-service teacher professional development and pre-service teachers’ training programs. Keywords: science teachers’ beliefs, curriculum emphasis, goals or purposes, science teaching orientations, teacher professional knowledge

scholarly journals Developing pre-service primary teachers’ understanding of engineering through engineering habits of mind and engagement with engineers

2021 ◽  
Author(s):  
Janet R. Hanson ◽  
Sally Hardman ◽  
Sue Luke ◽  
Bill Lucas
Keyword(s):  
Science Teachers ◽  
Primary Teachers ◽  
Habits Of Mind ◽  
Trainee Teachers ◽  
Integrated Stem ◽  
The Status ◽  
Primary Curriculum ◽  
Service Training ◽  
And Mathematics

AbstractThis paper explores how primary teachers might be prepared through their pre-service training to feel more confident to include engineering in their teaching. Prompted by concerns about young people’s lack of interest in STEM subjects and careers, engineering is gradually gaining visibility in the primary curriculum in several forms, particularly through integrated STEM programmes. However, the status of engineering relative to science, technology and mathematics remains contested in schools and engineering has low visibility in pre-service preparation programmes for primary teachers. Therefore, this case-study investigated how two strategies might give students learning to be primary technology, computing and science teachers greater confidence to introduce the concept of engineering into their teaching. By reframing engineering as engineering habits of mind and by giving students experience of engaging with practising engineers, the study found that it was possible to enhance primary trainee teachers’ understanding of the world of engineering and increase their confidence to introduce engineering habits of mind in lessons with primary children. The paper concludes with some implications for practice of this approach.

scholarly journals Educators’ perceptions of mathematically gifted students and a socially supportive learning environment – A case study of a Finnish upper secondary school

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Eeva Haataja ◽  
Anu Laine ◽  
Markku Hannula
Keyword(s):  
Social Learning ◽  
Secondary School ◽  
Learning Environment ◽  
Gifted Education ◽  
Gifted Students ◽  
Upper Secondary School ◽  
Structured Interviews ◽  
Mathematically Gifted ◽  
Upper Secondary ◽  
Mathematics Program

This article explores five educators’ conceptions of the characteristics of mathematically gifted students and a social learning environment that supports their development in a school for mathematically gifted adolescents in Finland. We conducted this qualitative study through semi-structured interviews and participant observations in a Finnish upper secondary school with a special mathematics program. The research shows that gifted students and their educators form a tight community, the social learning environment of which supports shared motivation, healthy perfectionism, and practicing social skills. The results deepen the understanding of gifted education in the Finnish context and the significance of educators’ shared understanding of social activities as a basis for successful gifted education.

scholarly journals http://ejes.eu/wp-content/uploads/2021/04/2.SCIENCE-EDUCATION-FOR-GIFTED-STUDENTS-OPINIONS-OF-STDENTS-PARENTS-AND-TEACHERS.pdf

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Nagihan Tanik Onal ◽  
Ugur Buyuk
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Life Experience ◽  
Gifted Students ◽  
Gifted Children ◽  
Structured Interviews ◽  
Form Of Life ◽  
Science And Art ◽  
Analysis Process ◽  
Talented Students

This paper aims to examine the opinions of gifted children, their parents, and science teachers working at the Science and Art Centre (BILSEM) regarding science education for the gifted. The present study participants, which was conducted by utilizing the phenomenology design using one of the qualitative research methods, were ten talented students, seven parents, and two science teachers working at BILSEM. The study's data were collected using semi-structured interviews held with the participants. The collected data were analyzed by adopting the data analysis process proposed by Moustakas (1994) for phenomenological studies. The study revealed that gifted students possess a mental perception of sciences in the form of life, experience, and scientific knowledge. Talented learners want to learn science by employing experiments, projects, excursions, and observations. Based on these findings, it is recommended that gifted students should be provided with an enjoyable science learning environment to make them active, have fun while learning, perform experiments, and develop projects.

Describing the Status of Programs for the Gifted

2017 ◽  
Vol 40 (1) ◽  
pp. 20-49 ◽  
Author(s):  
Carolyn M. Callahan ◽  
Tonya R. Moon ◽  
Sarah Oh
Keyword(s):  
School Districts ◽  
Gifted Education ◽  
Curriculum And Instruction ◽  
Current Practice ◽  
Gifted Students ◽  
Current Status ◽  
Teacher Qualification ◽  
District Personnel ◽  
The Status ◽  
Delivery Models

Using three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. Results from 1,566 respondents in separate school districts to questions relating to administration (staffing), identification of gifted students, curriculum and instruction, program delivery models, financing, program evaluation, teacher qualification requirements, and professional development document a national picture of current practice. In addition, we structured data collection procedures to assess the degree to which the NAGC Pre-K–Grade 12 Gifted Education Programming Standards are used to guide programming. The resulting picture of current practices was often a mirror of practices from 20 or more years ago, suggesting a need for a national dialogue focused on reshaping gifted education for the 21st century.

scholarly journals Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

2021 ◽  
Author(s):  
Randolf S. Sasota ◽  
Ruby R. Cristobal ◽  
Imelda S. Sario ◽  
Josette T. Biyo ◽  
Joselito C. Magadia
Keyword(s):  
Information And Communication Technologies ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Specific Area ◽  
The Philippines ◽  
Effective Teacher ◽  
Ict Integration ◽  
Teacher Student ◽  
The Status ◽  
And Mathematics

AbstractThe proliferation of information and communication technologies (ICT) in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. ICT use and integration in teaching then, becomes an essential component of pedagogical processes to have an effective teacher–student interaction and to optimize learning. While past studies have already established evidence that attitude toward ICT (will), ICT skills (skill), and availability of ICT resources (tool) elements are indeed important contributors to the integration of ICT in teaching, little attention has been paid yet to differences in these elements and in this model of ICT integration between subject areas of science and mathematics. Thus, this study aims to examine the significant differences in these factors between science and mathematics (S&M) teaching guided by the Will–Skill–Tool (WST) model developed by Christensen and Knezek (2001, 2008). Using independent samples t test and multiple linear regression, results show that science teachers had higher scores in will, skill, tool, and ICT integration indices compared to mathematics teachers. Findings also revealed that WST model of ICT integration differs between science and mathematics areas, particularly in terms of which among the factors had the strongest influence on ICT integration. The study recommends distinct approaches in providing capacity training development on ICT integration for teachers considering the context of subject specific area.

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