The Effects of a PBL Based Science Gifted Lesson on Scientific Creativity of Science Gifted Students at Elementary School

2017 ◽  
Vol 27 (3) ◽  
pp. 367-386
Author(s):  
Myeong Ryeol Sin ◽  
Hae-Ae Seo
Keyword(s):  
Elementary School ◽  
Gifted Students ◽  
Scientific Creativity

Phenomenology and Its Implications for Gifted Studies Research: Investigating the Lebenswelt of Academically Gifted Students Attending an Elementary Magnet School

2003 ◽  
Vol 26 (3) ◽  
pp. 201-220 ◽  
Author(s):  
Tracy L. Cross ◽  
Roger A. Stewart ◽  
Laurence J. Coleman
Keyword(s):  
Elementary School ◽  
Thematic Analysis ◽  
Personal Development ◽  
Gifted Students ◽  
School Experience ◽  
Magnet School ◽  
Life World ◽  
Analysis Process ◽  
The Social ◽  
Academically Gifted

A phenomenological investigation of the lebenswelt (life world) of academically gifted students attending an elementary magnet school was conducted. The magnet school is housed in an elementary school that maintains 2 classes per grades 1–6, 1 gifted and 1 heterogeneous. Fifteen gifted students (2 per grades 1–3 and 3 per grades 4–6) participated in phenomenological interviews. The interviews, averaging 50 minutes in length, were recorded and transcribed. Data were analyzed via a 6-step thematic analysis process. The social milieu of the school was described by the students as the backdrop for the meaning of the experience of attending the magnet school for gifted students. Four themes emerged across the magnet school experience: Others, Role, Personal Development, and Time. Nuances and characteristics of the themes are reported.

Teaching gifted students in elementary school

2018 ◽  
Vol 567 (2) ◽  
pp. 20-27
Author(s):  
Magda Jaskulska
Keyword(s):  
Elementary School ◽  
Education System ◽  
Gifted Students ◽  
Gifted Children ◽  
Human Being ◽  
Gifted Child ◽  
Unique Potential

Every human being comes into this world with his or her unique potential. That is why the importance of individualization in education is emphasized so strongly — especially inteaching gifted children. Yet, to begin with, how to define a gifted child? What does it mean? Facing the challenges of the education system, are teachers able to identify gifted students in their classrooms? Can they plan their work so that it simultaneously develops gifted students' abilities and supports them in other areas? The research undertaken attempts to answer these and other questions.

The Dual Progress Plan in the Elementary School

1959 ◽  
Vol 6 (6) ◽  
pp. 302-305
Author(s):  
Glen Heathers ◽  
Morris Pincus
Keyword(s):  
New York ◽  
New York City ◽  
Elementary School ◽  
Elementary Teachers ◽  
Elementary School Teachers ◽  
Gifted Students ◽  
National Council ◽  
School Teachers ◽  
Enrichment Programs ◽  
Recent Meeting

At the recent meeting of the National Council of Teachers of Mathematics held in New York City,* one elementary school panel dealt with the problem of providing better instruction in mathematics to gifted students. Thus far, most attempts to meet the needs of gifted students have depended upon horizontal enrichment. A difficulty has been that most elementary teachers lack sufficient knowledge of mathematics to make enrichment programs successful. The mathematics preparation of elementary school teachers must be improved.

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