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.

Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children

1984 ◽  
Vol 2 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Philip Deschamp ◽  
Greg Robson
Keyword(s):  
Cultural Diversity ◽  
Gifted And Talented ◽  
Gifted Students ◽  
System Level ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Screening Procedures ◽  
Talented Students ◽  
Identification Of Gifted ◽  
Identification Procedures

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.

scholarly journals Exploring How Research Experiences For Teachers Changes Their Understandings Of The Nature Of Science And Scientific Inquiry

2015 ◽  
Vol 1 (1) ◽  
pp. 53 ◽  
Author(s):  
Sanlyn R. Buxner
Keyword(s):  
Science Education ◽  
Education Reform ◽  
Nature Of Science ◽  
Science Teachers ◽  
Scientific Inquiry ◽  
Informal Science Education ◽  
Scientific Practices ◽  
Structured Interviews ◽  
Research Experiences ◽  
Research Experiences For Teachers

<p>The nature of science is a prevalent theme across United States national science education standards and frameworks as well as other documents that guide formal and informal science education reform. To support teachers in engaging their students in authentic scientific practices and reformed teaching strategies, research experiences for teachers offered in national laboratories, university research centers, and national field-sites promise opportunities to help teachers update their current understanding of STEM fields and experience firsthand how scientific research is conducted with the end goal of supporting more inquiry-based teaching approaches in their classrooms. This qualitative interpretive study used an adapted Views of Nature of Science and Views on Scientific Inquiry surveys and protocols to investigate changes in 43 practicing teachers understandings about the nature of science and scientific inquiry as a result of participation in one of three summer science research programs. Each program provided participants with research experiences alongside professional researchers as well as activities intended to increase participants abilities to provide inquiry-based science learning activities for their students. Data were collected using open-ended surveys pre-program, post-program and long-term follow-up surveys, semi-structured interviews, focus groups, along with researchers observations and field-notes. Participation in these programs led to small, measurable enhancements in teachers understandings of scientific inquiry and the nature of science. Teachers prior experience with research was found to have the strongest relationship to their knowledge of the nature of science and scientific inquiry. The data in this study provides evidence that research experiences can provide valuable experiences to support teachers improved knowledge of how science is conducted.</p>

scholarly journals DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP

2020 ◽  
Vol 19 (4) ◽  
pp. 659-674
Author(s):  
Ana Valdmann ◽  
Jack Holbrook ◽  
Miia Rannikmäe
Keyword(s):  
Science Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Self Efficacy ◽  
Structured Interviews ◽  
Sense Of Ownership

This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers’ self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self–efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. Keywords: phenomenographic analysis, self-efficacy, teacher ownership, teacher ownership categories.

Regular classroom practices with gifted students in Grades 3 and 4 in New South Wales, Australia

1997 ◽  
Vol 12 (1) ◽  
pp. 34-38 ◽  
Author(s):  
Diana Whitton
Keyword(s):  
Independent Schools ◽  
Classroom Practices ◽  
New South ◽  
New South Wales ◽  
Gifted Students ◽  
The United States ◽  
Gifted Children ◽  
Regular Classroom ◽  
South Wales ◽  
Talented Students

The Regular Classroom Practices Survey (RCPS) was conducted to determine the extent to which gifted and talented students received differentiated education in the regular classroom across New South Wales. This research paralleled work recently completed in the United States of America. The survey focused on information on the teachers, their classrooms and regions. Classroom practices, in relation to the curriculum modifications for gifted and average students, were analyzed. The survey sample was drawn from the three sectors of education, Government, Catholic and Independent schools, within the ten regions of New South Wales. This included 401 third and fourth grade teachers in government schools, 138 teachers in Catholic schools and 67 teachers in independent schools. The research questions that guided this study were: (1) Do teachers modify the curriculum content to meet the needs of gifted students? (2) Do teachers modify their instructional practices for gifted students? (3) Are there any organizational variations in planning to meet the educational needs of gifted children? (4) Are there differences in the types of regular classroom services provided for gifted students in relation to the type of school or region?

scholarly journals An investigation of the effects of the mathematics sources of self-efficacy on talented students' mathematics anxiety

2015 ◽  
Vol 5 (4) ◽  
pp. 347-360 ◽  
Author(s):  
Eyüp Yurt ◽  
Ahmet Kurnaz
Keyword(s):  
Mathematics Anxiety ◽  
Self Efficacy ◽  
Gifted Students ◽  
Multiple Linear Regressions ◽  
Seventh Grade ◽  
Science And Art ◽  
Personal Experiences ◽  
Talented Students ◽  
Vicarious Experiences ◽  
Linear Regressions

This study aims to investigate the effects of the sources of self-efficacy in mathematics on gifted students' mathematics anxiety. The participants of this study are 260 seventh grade gifted students, who attend science and art centers located in Adana, Bursa, Çorum, Elazığ, İzmir, İzmit, Kayseri, Konya, Manisa and Salihli. Of all the participants, 51.50 % were female (n=134) and 48.50 % were male (n=126). The Sources of Self-Efficacy in Mathematics Scale was used to determine students' sources of self-efficacy in mathematics and the Mathematics Anxiety Scale was used to determine their levels of mathematics anxiety. The data were analyzed through multiple linear regressions. The results showed that of all the sources of self-efficacy in mathematics, namely personal experiences, vicarious experiences, social persuasions and physiological states, only personal experiences had a significant effect on gifted students' levels of mathematics anxiety. The sources of self-efficacy in mathematics were found to account for about 48% of variance in gifted students' levels of mathematics anxiety. The findings were discussed in the light of theoretical framework.

scholarly journals SCIENCE TEACHERS’ PERCEPTIONS OF THE EMERGENCE OF RESPONSIBLE RESEARCH AND INNOVATION IN SCHOOL

2018 ◽  
Vol 17 (4) ◽  
pp. 590-604
Author(s):  
Mirjam Burget ◽  
Emanuele Bardone ◽  
Margus Pedaste ◽  
Katrin Saage
Keyword(s):  
Science Education ◽  
Content Analysis ◽  
Science Teachers ◽  
Meaning Making ◽  
Responsible Research And Innovation ◽  
The European Union ◽  
Structured Interviews ◽  
Research And Innovation ◽  
Combining Data ◽  
Responsible Research

Responsible Research and Innovation (RRI) has recently gained wider importance in the European Union (EU) as an emergent framework informing the governance of science. While a growing body of literature describing RRI and its main conceptual dimensions has appeared in the last seven years or so and in several policy documents, the European Commission has emphasized the need to promote science education in the RRI context, there is no theoretical elaboration of how RRI can be meaningfully integrated into the practice of science education. In order to address this problem, the present research aimed at inquiring into the way in which science teachers make sense of RRI in school. Data were gathered with individual semi-structured interviews from 29 science teachers working in comprehensive schools and hobby schools. Abductive content analysis combining data and conceptual dimensions of RRI was used. In the light of how the science teachers in our sample have made sense of RRI, four theoretical categories have emerged: (1) meaning making; (2) taking action; (3) exploring; and (4) inclusion. These findings have important implications for developing a theory of RRI which can be beneficial for researchers as well as teachers for meaningfully integrating RRI into science education. Keywords: abductive content analysis, responsibility as care, Responsible Research and Innovation, science education, science teacher.

scholarly journals HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE

2018 ◽  
Vol 17 (5) ◽  
pp. 778-799
Author(s):  
Bilge Can ◽  
Asiye Bahtiyar ◽  
Hasret Kökten
Keyword(s):  
Science Education ◽  
Science Teachers ◽  
Single Case ◽  
Descriptive Analysis ◽  
Meaningful Learning ◽  
Deep Understanding ◽  
Service Science ◽  
Structured Interviews ◽  
Before And After ◽  
Mathematics And Science

Science education emphasizes the development of individuals' ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers’ hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies. Key words: hermeneutics, hermeneutical perspective, scenario-based learning, science education, pre-service science teacher.

Analyzing Teachers' Competencies in Regular Classroom Practice With Gifted Students in Slovenia

2019 ◽  
pp. 166-183
Author(s):  
Mojca Kukanja Gabrijelčič ◽  
Sonja Čotar Konrad
Keyword(s):  
Gifted And Talented ◽  
Classroom Practice ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Educational Quality ◽  
Gifted Children ◽  
Self Assessment ◽  
Class Average ◽  
Research Questions ◽  
Talented Students

The highest level of educational quality can be achieved with teachers' awareness of their fundamental responsibilities in teaching gifted and talented students, knowing their capacities and characteristics and their different needs. The chapter presents research on teachers' self-assessment of their competencies, efficacy, and attitudes towards gifted students in Slovenia. Such students should have the opportunity to develop their skills not being limited by the class average. A selection of appropriate teaching personnel is needed to accomplish such achievement. The obtained results are presented in relation to three research questions and expose that teachers in Slovenia are usually inadequately informed on working approaches with gifted students; they tend to have low self-esteem in identifying children personal characteristics and commonly choose inappropriate teaching strategies. The study discusses different options that would allow teachers to ensure as best education for the gifted children.

The Relationship between Moral Maturity and Sense and Behaviors of Responsibility in Gifted Children

2016 ◽  
Vol 6 (1) ◽  
pp. 10-19 ◽  
Author(s):  
Yalçın Karataş ◽  
Hakan Sarıçam
Keyword(s):  
Gifted Students ◽  
Gifted Children ◽  
Moral Maturity ◽  
Data Collection Tool ◽  
Positive Correlation ◽  
Science And Art ◽  
Kolmogorov Smirnov ◽  
Secondary Objective ◽  
And Behaviors ◽  
The Relationship

The main objective of the present study is to investigate the relationship between moral maturity and sense and behaviors of responsibility in gifted children. The secondary objective of the study is to compare the levels of moral maturity, sense of responsibility and behaviors of responsibility of gifted students (GS) and those of students with average intelligence level (SWAIL). The relational survey model has been employed in the study. The data was collected from 200 SWAIL attending the 6th and 7th grades in primary education schools in Ankara and 200 GS attending ‘Science and Art Centers’ (Turkish: BILSEM). The Scale for the Moral Maturity and the Sense and Behaviors of Responsibility was used as the data collection tool. In determining the differences between variables, the Independent samples t-Test was used for the variables which demonstrate normal distribution depending on the Kolmogorov Smirnov coefficients being insignificant at the p<.05 level. The correlation analysis was used in order to determine the correlations between the variables. At the end of the study, GS were found to be more mature in moral terms and to have a higher sense of responsibility compared to SWAIL. In the study, a statistical significant positive correlation (p<.01) was observed between moral maturity and sense and behaviors of responsibility in GS. In addition, a positive correlation (p<.01) was determined between the sense of responsibility and the behaviors of responsibility.

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.

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