ERIC Number: ED354709
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
A Conceptual Overview of Science Education for High Ability Learners. Developing Science Curriculum for High Ability Learners K-8.
VanTassel-Baska, Joyce; And Others
This concept paper outlines the rationale for a project on the development of science curriculum for K-8 high ability learners. The rationale was developed through a synthesis of major recommendations from national science reform reports and from a review of the literature on effective science curriculum for high ability learners. The paper begins with a summary of the background research, with emphasis on six key curriculum components: (1) developing an understanding of scientific concepts; (2) developing scientific inquiry skills; (3) developing a knowledge base in science areas; (4) developing interdisciplinary connections; (5) developing problem-based learning approaches; and (6) developing scientific habits of mind. Then major project objectives are outlined. These include: review of promising science curriculum materials for high ability learners; development of papers on key science concepts; development of a curriculum scope and sequence model; conducting a summer institute on teaching science to gifted learners; development of a set of exemplary science curriculum units; field testing of newly developed curriculum; and generation of scholarly publications. A glossary defines key terms and an appendix provides a synthesis of science report recommendations. (Contains 59 references.) (DB)
Descriptors: Academically Gifted, Curriculum Development, Curriculum Evaluation, Demonstration Programs, Educational Change, Elementary Education, Elementary School Science, Elementary School Students, Inquiry, Interdisciplinary Approach, Science Curriculum, Scientific Attitudes, Scientific Concepts, Student Educational Objectives, Units of Study
College of William and Mary, Center for Gifted Education, P.O. Box 8795, Williamsburg, VA 23187-8795 ($4).
Publication Type: Opinion Papers; Information Analyses
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: College of William and Mary, Williamsburg, VA. School of Education.