NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ890658
Record Type: Journal
Publication Date: 2010-Mar
Pages: 26
Abstractor: As Provided
Reference Count: 105
ISSN: ISSN-2077-2327
Challenging Gifted Learners: General Principles for Science Educators; and Exemplification in the Context of Teaching Chemistry
Taber, Keith S.
Science Education International, v21 n1 p5-30 Mar 2010
There is concern in some counties about the number of able young people entering degree level study and careers in physical science, including chemistry. Too few of the most talented young people are selecting "STEM" subjects to ensure the future supply of scientists, engineers and related professionals. The present paper sets out general principles to inform science teaching that will engage the most able learners, and hopefully encourage them to select science science-based courses in higher education and aspire to careers related to science and technology. The nature of high ability and "giftedness" is briefly reviewed, and the educational needs of the briefly reviewed, and the educational needs of the most able students are considered. It is suggested that chemistry is particularly well placed to offer contexts for the type of educational provision suitable for engaging and challenging the most able students, and examples of how the general principles recommended here might inform the planning of chemistry teaching are discussed. (Contains 1 figure and 2 endnotes.)
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A