A study investigated the academic and social development of 25 Canadian gifted students (ages 12-14) in a congregated class at a Catholic high school. Results found the students enjoyed being educated with their gifted peers and valued the competition. The effects of the class on the students' self-esteem are also discussed. (Author/CR)

Interconnects numerous conceptual threads in the field of giftedness, such as performance, achievement, competence, outcomes, metacognition, creativity, and making connections. Addresses the influence of different factors on the progressive nature of talent development and the need to differentiate curriculum. (CR)

Briefly reviews the complexities surrounding the definition of giftedness and explores the problems of identification from the point of view of the regular classroom teacher. Discusses developing a definition, the behavior problems of gifted students, and the differences between bright children and gifted students. (Author/CR)

Describes a program that is teaching reading and communication arts in English to students in the Philippines. The program is based on the premise that thinking is the only genuine foundation for learning and that rote memorization is not learning. Emphasizes the need to foster conceptual development. (CR)

Highlights a mathematics program for gifted students (ages 6-8) in Beijing. Different components of the program are described, including using audiovisual geometry, emphasizing the combination of shape and number, stimulating imagination, applying the discovery method, and using the search-out model. Provides sample math problems. (CR)

Using Taxi-Cab Geometry (a non-Euclidean geometry program) as the starting point, 14 mathematically gifted British secondary students (ages 12-14) were asked to consider the differences between Euclidean and Non-Euclidean geometries, then to construct their own geometry and to consider the non-Euclidean elements within it. The positive effects of…

Highlights a school which systematically tries to cater to all pupil's needs, including the very able students. Describes the program's structure, the faculty of the school, the student population, and the instructional and extracurricular programming in the elementary, middle school and high school grades. (Author/CR)

To identify factors which facilitate or hinder personal career advancement, 162 Korean graduates from the most prestigious Korean girls' high school were studied. Gifted girls who achieved in their professional lives were determined to advance in their careers and had aspirations for career development which were supported by their families.…

Argues for the use of the archaeological metaphor as an apt one when examining the historical layers and foundational bases underlying much of the current thought and practice in science education. Suggests some sort of correspondence between archaeological and science education processes. (DDR)

Focuses on the general history, educational developments after 1923 and after 1960, primary science education developments, and a summary of the developments and changes in science education in Turkey. (DDR)

Recounts the history of science education in Brunei Darussalam and describes a government project that emphasizes the role of science and technology for future generations. Brunei Era of Science and Technology by the year 2001 (BEST 2001) is a comprehensive and coordinated plan to enhance appreciation of science and technology. (DDR)

Explains the concept of a topic study, how it meets the needs of teachers seeking to integrate their teaching, and how it is especially well suited for environmental education. Outlines curriculum for a topic study on the greenhouse effect and ozone layer depletion. (DDR)

Serves as a starting point for discussions that intend to define the mechanisms and rationales for the inclusion of the history of science in the science curriculum. Initiates dialog between the producers and consumers of these learning opportunities. (DDR)

Describes the current state of science education in Finland. Highlights include schools and school science, primary school, the 1994 national curriculum and primary science, and results on the new national curriculum and textbooks. (JRH)

Compares misconceptions associated with electric circuits between high school students in the People's Republic of China and in the United States. In general, findings indicate that the Chinese students did better on the problems than did the American students. Discusses the importance of physics in the Chinese curriculum. (JRH)