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Gifted education has come to be regarded as a key national
programme in many coutnries, and gifted education in science
disciplines is now being recognised to be of major importance for
economic and technological development. Despite these initiatives
and developments internationally, there are very few discussions on
gifted education in science drawing upon practices and experiences
in different national contexts. In support of an international
dialogue between researchers and practitioners, often working
within isolated traditions, this book offers information on key
influential approaches to science education for gifted learners and
surveys current policy and practice from a diverse range of
educational contexts. The volume offers an informative introduction
for those new to studying gifted science education, as well as
supporting the development of the field by offering examples of
critical thinking about key issues, and accounts of the influences
at work within education systems and the practical complexities of
providing science education for the gifted. The contributions draw
upon a variety of research approaches to offer insights into the
constraints and affordancxes of working within particular policy
contexts, and the strengths and challenges inherent in different
approaches to practice. Chapters include: Teaching science to the
gifted in English state schools: locating a compromised 'gifted
& talented' policy within its systemic context Models of
education for science talented adolescents in the United States:
Past, present, and likely future trends Navigating the shifting
terrain between policy and practice for gifted learners in Tanzania
Science education for female indigenous gifted students in the
Mexican context Gifted Science Education in the Context of Japanese
Standardization This book will appeal to scholars, practitioners
and policy makers who are in the field of gifted science education.
This book offers an overview of programmes designed to support the
learning of gifted and talented students in STEM subjects, both to
allow them to meet their potential and to encourage them to proceed
towards careers in STEM areas. The chapters from a range of
national contexts report on perspectives, approaches and projects
in gifted education in STEM subjects. These contributions provide a
picture of the state of research and practice in this area, both to
inform further research and development, and to support classroom
teachers in their day-to-day work. Chapters have been written with
practitioners in mind, but include relevant scholarly citations to
the literature. The book includes some contributions illustrating
research and practice in specific STEM areas, and others which
bridge across different STEM subjects. The volume also includes an
introductory theoretical chapter exploring the implications for
gifted learners of how 'STEM' is understood and organized within
the school curriculums.
This book offers an overview of programmes designed to support the
learning of gifted and talented students in STEM subjects, both to
allow them to meet their potential and to encourage them to proceed
towards careers in STEM areas. The chapters from a range of
national contexts report on perspectives, approaches and projects
in gifted education in STEM subjects. These contributions provide a
picture of the state of research and practice in this area, both to
inform further research and development, and to support classroom
teachers in their day-to-day work. Chapters have been written with
practitioners in mind, but include relevant scholarly citations to
the literature. The book includes some contributions illustrating
research and practice in specific STEM areas, and others which
bridge across different STEM subjects. The volume also includes an
introductory theoretical chapter exploring the implications for
gifted learners of how 'STEM' is understood and organized within
the school curriculums.
In the spirit of encouraging international dialogue between
researchers and practitioners, often working within isolated
traditions, this book discusses perspectives on science education
for the gifted informed by up-to-date research findings from a
number of related fields. The book reviews philosophy, culture and
programmes in science education for the gifted in diverse national
contexts, and includes scholarly reviews of significant
perspectives and up-to-date research methods and findings. The book
is written in a straightforward style for students studying
international perspective modules on undergraduate, but especially
masters and doctoral degrees in Science Education and Gifted
Education. Gifted education has come to be regarded as a key
national programme in many countries, and gifted education in
science disciplines is now of major importance to economic and
technological development. Despite these national initiatives and
developments, there are very few discussions on gifted education in
science from international perspectives. This will be a valued
addition to the scholarship in this emergent field.
This book project poses a major challenge to Japanese science
education researchers in order to disseminate research findings on
and to work towards maintaining the strength and nature of Japanese
science education. It also presents a unique opportunity to
initiate change and/or develop science education research in Japan.
It provides some historical reasons essential to Japanese students'
success in international science tests such as TIMSS and PISA.
Also, it helps to tap the potential of younger generation of
science education researchers by introducing them to methods and
designs in the research practice.
This book project poses a major challenge to Japanese science
education researchers in order to disseminate research findings on
and to work towards maintaining the strength and nature of Japanese
science education. It also presents a unique opportunity to
initiate change and/or develop science education research in Japan.
It provides some historical reasons essential to Japanese students'
success in international science tests such as TIMSS and PISA.
Also, it helps to tap the potential of younger generation of
science education researchers by introducing them to methods and
designs in the research practice.
Gifted education has come to be regarded as a key national
programme in many coutnries, and gifted education in science
disciplines is now being recognised to be of major importance for
economic and technological development. Despite these initiatives
and developments internationally, there are very few discussions on
gifted education in science drawing upon practices and experiences
in different national contexts. In support of an international
dialogue between researchers and practitioners, often working
within isolated traditions, this book offers information on key
influential approaches to science education for gifted learners and
surveys current policy and practice from a diverse range of
educational contexts. The volume offers an informative introduction
for those new to studying gifted science education, as well as
supporting the development of the field by offering examples of
critical thinking about key issues, and accounts of the influences
at work within education systems and the practical complexities of
providing science education for the gifted. The contributions draw
upon a variety of research approaches to offer insights into the
constraints and affordancxes of working within particular policy
contexts, and the strengths and challenges inherent in different
approaches to practice. Chapters include: Teaching science to the
gifted in English state schools: locating a compromised 'gifted
& talented' policy within its systemic context Models of
education for science talented adolescents in the United States:
Past, present, and likely future trends Navigating the shifting
terrain between policy and practice for gifted learners in Tanzania
Science education for female indigenous gifted students in the
Mexican context Gifted Science Education in the Context of Japanese
Standardization This book will appeal to scholars, practitioners
and policy makers who are in the field of gifted science education.
In the spirit of encouraging international dialogue between
researchers and practitioners, often working within isolated
traditions, this book discusses perspectives on science education
for the gifted informed by up-to-date research findings from a
number of related fields. The book reviews philosophy, culture and
programmes in science education for the gifted in diverse national
contexts, and includes scholarly reviews of significant
perspectives and up-to-date research methods and findings. The book
is written in a straightforward style for students studying
international perspective modules on undergraduate, but especially
masters and doctoral degrees in Science Education and Gifted
Education. Gifted education has come to be regarded as a key
national programme in many countries, and gifted education in
science disciplines is now of major importance to economic and
technological development. Despite these national initiatives and
developments, there are very few discussions on gifted education in
science from international perspectives. This will be a valued
addition to the scholarship in this emergent field.
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