Designing Instruction for Future Gifted Science Teachers

2015 ◽  
pp. 339-356
Author(s):  
Judith Bazler ◽  
Letitia Graybill ◽  
Meta Van Sickle
Keyword(s):  
Science Teachers ◽  
Gifted Students ◽  
Teacher Education Programs ◽  
Science Methods ◽  
Honors Programs ◽  
Education Programs ◽  
Lack Of Information ◽  
Gifted Adults ◽  
Talented Students ◽  
Methods Instructors

Honors programs are designed to provide talented students the opportunity to excel with a group of peers having a similar level of ability, motivation, and prior academic achievement. A problem that results is Honors Programs and education programs rarely interface, and thus, current models do not optimally serve the gifted adult who will become a science teacher. Gifted students are not easily identified in the science methods class. Notices about involvement from Honors Programs are often not forwarded to people in teacher education programs. Such lack of information means that science methods instructors must identify the students without benefit of Honors Program insight. This chapter discusses identification and curriculum for gifted adults.

Integrating Disciplinary Literacy Practices in One-to-One Classrooms

2017 ◽  
pp. 908-933
Author(s):  
Emily L. Freeman ◽  
Alexandra J. Reyes ◽  
Dalila Dragnic-Cindric ◽  
Janice L. Anderson
Keyword(s):  
Technology Integration ◽  
Science Teachers ◽  
Literacy Practices ◽  
Disciplinary Literacy ◽  
Teacher Education Programs ◽  
Science Content ◽  
Literacy Teachers ◽  
Education Programs ◽  
Teacher Instruction ◽  
One To One

This chapter examines the use of disciplinary literacy in elementary and middle grade science classrooms that participated in a one-to-one iPad initiative. Results of teacher instruction in science disciplinary literacy practices in a one-to-one iPad technology integration, examples of collaborations, and observational data are shared. The teachers in this study demonstrated an overreliance on basic and intermediate literacy practices, with a few using emergent disciplinary practices in their science instruction. We look to extend the STEM and technology integration conversation to include disciplinary literacy practices. We conclude with a call for stronger science disciplinary literacy instruction in teacher education programs, as well as greater collaboration among literacy teachers, science teachers, and researchers. We also recommend developing coaching programs that work with teachers to increase the rigor of their science content, implement intermediate and disciplinary literacy practices, and utilize technology in a transformational manner.

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.

scholarly journals Pre-Service Science Teachers’ Views of the Nature of STEM

2020 ◽  
Vol 31 (4) ◽  
pp. 356-366
Author(s):  
Chatree Faikhamta ◽  
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Science Teachers ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Service Science ◽  
Teacher Education Programs ◽  
Education Programs ◽  
The Impact

Science, Technology, Engineering, and Mathematics (STEM) education plays an important role in teaching and learning for the 21st century. Science teacher education is making great efforts to prepare STEM teachers for modern classroom practice and enable them to adapt their STEM knowledge and practices to the needs of students’ contexts. However, before developing STEM teaching practices, it is important for pre-service teachers to understand the “nature of STEM” (NOSTEM). This study explored pre-service teachers’ views of the NOSTEM from both individual and integrative perspectives. The sample consisted of 428 Thai pre-service science teachers who were enrolled in science teacher-education programs. A NOSTEM questionnaire comprising Likert-type items and open-ended questions was used as a research tool. The findings indicated that pre-service teachers had inadequate understandings of NOSTEM definitions, epistemological perspectives, and the impact of culture and society on each STEM discipline. Each STEM discipline has its own characteristics, but the disciplines are similar in terms of their usefulness, processes, and required knowledge. In terms of the integration of STEM, technology uses the application of science, mathematical knowledge, and engineering processes to create tools and utensils. This paper discusses the implications of this study for science teacher-education programs and developing STEM teachers.

EPTS Curriculum Model: Optimum curriculum differentiator for the education of gifted students

2020 ◽  
Vol 36 (2) ◽  
pp. 154-169
Author(s):  
Ugur Sak ◽  
Bahadir Ayas
Keyword(s):  
Program Development ◽  
Gifted Students ◽  
Component Model ◽  
Content Standards ◽  
Education Programs ◽  
Curriculum Model ◽  
Two Component ◽  
New Curriculum ◽  
Four Levels ◽  
Talented Students

In this article, we review the Education Programs for Talented Students (EPTS) Curriculum Model, its applications in program development, and research carried out on its effectiveness. The EPTS Curriculum Model, an enrichment model, was developed to differentiate regular curriculum and to design new curriculum for gifted students. It is a two-component model. The first component includes content standards at four levels. The second component is composed of three-stratum ability skills. Besides the EPTS Curriculum Model, the EPTS Curriculum Differentiator is used as a method to make acceleration and enrichment together in regular curriculum. The Differentiator has seven regions. Each region provides a different means to make differentiations in regular curriculum.

Integrating Disciplinary Literacy Practices in One-to-One Classrooms

2017 ◽  
pp. 285-310
Author(s):  
Emily L. Freeman ◽  
Alexandra J. Reyes ◽  
Dalila Dragnic-Cindric ◽  
Janice L. Anderson
Keyword(s):  
Technology Integration ◽  
Science Teachers ◽  
Literacy Practices ◽  
Disciplinary Literacy ◽  
Teacher Education Programs ◽  
Science Content ◽  
Literacy Teachers ◽  
Education Programs ◽  
Teacher Instruction ◽  
One To One

This chapter examines the use of disciplinary literacy in elementary and middle grade science classrooms that participated in a one-to-one iPad initiative. Results of teacher instruction in science disciplinary literacy practices in a one-to-one iPad technology integration, examples of collaborations, and observational data are shared. The teachers in this study demonstrated an overreliance on basic and intermediate literacy practices, with a few using emergent disciplinary practices in their science instruction. We look to extend the STEM and technology integration conversation to include disciplinary literacy practices. We conclude with a call for stronger science disciplinary literacy instruction in teacher education programs, as well as greater collaboration among literacy teachers, science teachers, and researchers. We also recommend developing coaching programs that work with teachers to increase the rigor of their science content, implement intermediate and disciplinary literacy practices, and utilize technology in a transformational manner.

scholarly journals EPTS Curriculum Model in the Education of Gifted Students

2016 ◽  
Vol 32 (3) ◽  
pp. 683 ◽  
Author(s):  
Ugur Sak
Keyword(s):  
Gifted Education ◽  
Cognitive Skills ◽  
Gifted Students ◽  
Two Dimensions ◽  
Font Size ◽  
Education Programs ◽  
Current State ◽  
Four Levels ◽  
Talented Students ◽  
Multiple Stages

<p><span style="font-family: Times New Roman; font-size: medium;">In this article, the author reviews the EPTS Model (Education Programs for Talented Students) and discuss how it was developed through multiple stages, the ways it is used to develop programs for gifted students, and then presents research carried out on the effectiveness of this model in the education of gifted students. The EPTS Model has two dimensions: ability and content. The ability dimension has a hierarchical structure composed of three levels of cognitive skills. The content dimension is the extension of the regular curriculum but organized at four levels: data, concept, generalization and theory. Included in the article also is a brief critics of the current state of curricular programs in gifted education. </span></p>

Career Education: A Continuing Need of Illinois Gifted Students

1979 ◽  
Vol 2 (3) ◽  
pp. 153-156
Author(s):  
Barbara G. Ford ◽  
Joseph R. Ellis
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Career Education ◽  
Gifted Students ◽  
The State ◽  
Current Status ◽  
Education Programs ◽  
Professional Educators ◽  
Systematic Effort ◽  
Talented Students

A descriptive survey was implemented across the state of Illinois in 1975 and 1976 regarding career education provisions for gifted and talented students in the state. Professional educators in field settings of career education or educators of gifted and talented students were included in the population. Information was sought through questionnaires and interviews regarding the current status of career education programs for gifted students in Illinois and regarding the opinions of these educators about what should be done for these students. Differentiated career education programs for gifted students in the Illinois public schools were few in number and generally not fully developed. There was little purposeful or systematic effort to integrate programs and practices in career education and gifted education for the students in Illinois.

scholarly journals Investigating Turkish Pre-service Science Teachers’ Moral Reasoning in Genetics related Socioscientific Issues

2020 ◽  
Vol 4 (1) ◽  
pp. 20-30
Author(s):  
Ümran Betül Cebesoy
Keyword(s):  
Moral Reasoning ◽  
Science Teachers ◽  
Science Teacher Education ◽  
Qualitative Approach ◽  
Service Science ◽  
Teacher Education Programs ◽  
Structured Interviews ◽  
Education Programs ◽  
Moral Principles ◽  
Unborn Baby

In this study, Turkish pre-service science teachers' moral reasoning patterns and the factors which influence their decisions while discussing genetics-related socio-scientific issues (SSI) were investigated. A basic qualitative approach was adopted for this purpose. Seven third-grade pre-service science teachers enrolled in the study. Semi-structured interviews for different genetics related SSI were conducted. The results revealed that decisions were generally based on the consequences of genetic applications (consequentialist) or based on moral principles or prescripts (principle-based). Most participants used consequence-based moral reasoning in their decisions, while principle-based moral reasoning was less used. They also used emotion-based moral reasoning.  Their decisions were influenced by emotions, including empathy or sympathy toward the characters, or the unborn baby, in the scenarios. Additional and varied factors, including legal, ethical, economic, and technological concerns, were revealed as influential. Participants' decisions were also shaped by their own experiences, media resources, and faith in science. The implications for science teacher education programs are discussed.

Sign in / Sign up

Export Citation Format

Share Document