Differentiated inquiry-based science lesson modules specific to gifted students: Views regarding practice

The answer to educating gifted and talented students in heterogeneous classrooms may lie, at least partially, in using instructional technology to motivate learning and enrich lessons. This case study explores one aspect of effective instruction for gifted second graders during lessons conducted in their general education classrooms. This chapter summarizes the development and delivery, students' performance and perceptions, and professional implications of an elementary science lesson utilizing interactive whiteboard technology to convey science content and elicit participation. It also emphasizes the importance of teacher educators' modeling the use of interactive whiteboards for the purpose of differentiating instruction in teacher training programs to better prepare future teachers for the diverse learners who will fill their classrooms.

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Using Technology to Teach Gifted Students in a Heterogeneous Classroom

Cases on Instructional Technology in Gifted and Talented Education - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-4666-6489-0.ch003 ◽

2015 ◽

pp. 31-53

Author(s):

Edward L. Shaw Jr. ◽

Rebecca M. Giles

Keyword(s):

General Education ◽

Gifted And Talented ◽

Elementary Science ◽

Teacher Educators ◽

Gifted Students ◽

Interactive Whiteboards ◽

Science Lesson ◽

Science Content ◽

Teacher Training Programs ◽

Talented Students

The answer to educating gifted and talented students in heterogeneous classrooms may lie, at least partially, in using instructional technology to motivate learning and enrich lessons. This case study explores one aspect of effective instruction for gifted second graders during lessons conducted in their general education classrooms. This chapter summarizes the development and delivery, students' performance and perceptions, and professional implications of an elementary science lesson utilizing interactive whiteboard technology to convey science content and elicit participation. It also emphasizes the importance of teacher educators' modeling the use of interactive whiteboards for the purpose of differentiating instruction in teacher training programs to better prepare future teachers for the diverse learners who will fill their classrooms.

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Evaluating the effect of differentiated inquiry-based science lesson modules on gifted students' scientific process skills

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2020.039 ◽

2020 ◽

Vol 10 (4) ◽

pp. 1289-1324

Author(s):

Bestami Buğra Ülger ◽

Salih Çepni

Keyword(s):

Gifted Students ◽

Implementation Process ◽

Evaluation Process ◽

Individual Development ◽

Science Lesson ◽

Process Skills ◽

Scientific Process ◽

Science And Art ◽

Educational Environments ◽

The Impact

The concept of “Global citizenship”, which has become more and more important, based on the students' multi-focused individual development, has brought to the fore based on 21st century skills and has required appropriate educational environments for gifted students. In this context, the development of differentiated inquiry-based science lesson modules for gifted students will fill the current gap as it is important for the literature. The aim of this study is to examine the impact of differentiated inquiry-based science lesson modules for gifted students on the students' scientific process skills (SPS). As a method, the nature of the study was directed us to mixed nested patterns and developed three modules that applied to 16 gifted students in Science and Art Centers. In the evaluation process, we used “Diet Cola SPS test” as quantitative data source for pre and posttests. Also, we used observations in the implementation process and SPS activity reports filled out by students as qualitative data sources. As a result of data analysis, we found that SPS improved significantly (t (14) = -5.06, p <.05). Accordingly, we have seen that this development in students is in basic and causal SPS, there is less development in experimental processes. We concluded that the gifted students needed more in depth and challenging activities in longer periods using modules like given in this study.

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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