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Teaching Gifted Learners in STEM Subjects: Developing Talent in Science, Technology, Engineering and Mathematics de Keith S. Taber

Teaching Gifted Learners in STEM Subjects: Developing Talent in Science, Technology, Engineering and Mathematics: Routledge Research in Achievement and Gifted Education

Editat de Keith S. Taber, Manabu Sumida, Lynne McClure
en Limba Engleză Paperback – 23 ian 2019
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.
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Specificații

ISBN-13: 9780367141820
ISBN-10: 0367141825
Pagini: 250
Ilustrații: 45
Dimensiuni: 156 x 234 x 14 mm
Greutate: 0.45 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Routledge Research in Achievement and Gifted Education

Locul publicării:Oxford, United Kingdom

Public țintă

Postgraduate and Professional

Cuprins


Preface
List of contributors
Editorial introduction
1) Knowledge sans frontières?: Conceptualising STEM in the curriculum to facilitate creativity and knowledge integration
2) Developing STEM Talent in the Early School Years: STEM Starters and its Next Generation Scale Up
3) Teacher Beliefs Regarding Gifted and Highly Able Learners in STEM Schools in the US
4) Parent or Guardian Characteristics and Talented Students’ Persistence in STEM
5) Talent development of STEM experts
6) What factors contribute to the development of gifted female scientists? Insights from two case studies
7) An extra-curricular gifted support program in Hungary for exceptional students in mathematics
8) "It's great to be able to talk and discuss with other talented mathematicians”: AskNRICH, an Internet opportunity for connecting like-minded gifted learners
9) Learning science through PROFILES: Are there any benefits for gifted students in elementary school?
10) Talented Students And Motivated Teachers: An Interactive And Synergistic Tandem To Design Innovative Hands-On Learning Practices In Biosciences
11) Challenging gifted students in Science - the German Science Olympiads
12) Incorporating nanotechnology into K-12 education, with a special focus on gifted students
13) Nurturing Virtuous Minds in Gifted Engineering Learners
14) Design-based challenges as a means of encouraging creativity
15) Enhancing Gifted Early Elementary Students’ Learning Experiences Through Engineering Design
16) STEAM (Science, Technology, Engineering, Agriculture, and Mathematics) Education for Gifted Young Children: A Glocal Approach to Science Education for the Gifted
Index

Notă biografică

Keith S Taber is Professor of Science Education at the University of Cambridge, UK
Manabu Sumida is Professor at the Faculty of Education, Ehime University, JAPAN
Lynne McClure is Director of Cambridge Mathematics, based at the University of Cambridge, UK.

Descriere

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.