Science Instruction for Students Identified as Gifted and Talented-Reference-Cited by-同舟云学术

Science Instruction for Students Identified as Gifted and Talented

Published:2023-01-17 Issue: Volume: Page:19-48
ISSN:2329-5929
Container-title:Advances in Early Childhood and K-12 Education
language:
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Author:

Johnson-Leslie Natalie Ann-Marie¹^ORCID,Hays Allen¹^ORCID,Marsh Rebekah S.²

Affiliation:

1. Arkansas State University, USA

2. Keiser University Online Division, USA

Abstract

The past two decades have ushered changes regarding the national science curriculum for K-12 students. Focusing on gifted and talented (GT) students, the literature reveals they clamor for unique experiences in constructing their knowledge in science education. This chapter explores science instruction for GT in this digital age using a Makerspace learning environment. Guided by the tenets of the Next Generation Science Standards, this chapter is supported by outlined standards and objectives connecting science content to GT learners' unique needs. The theory of socialization, specifically cognitive development coupled with the theory of constructivism, was used to ground this chapter. Results show Makerspace learning environments where GT students are exposed to inductive strategies and yield a greater return on student learning investments compared to the traditional deductive science classroom environment.

Publisher

IGI Global

Reference93 articles.

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4. Association of Gifted Children (NAGC). (2022). www.nagc.org