Designing Instruction for Future Gifted Science Teachers

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Author(s): Judith Bazler (Monmouth University, USA), Letitia Graybill (Monmouth University, USA)and Meta Van Sickle (College of Charleston, USA)
Copyright: 2015
Pages: 18
Source title: Cases on Instructional Technology in Gifted and Talented Education
Source Author(s)/Editor(s): Lesia Lennex (Morehead State University, USA)and Kimberely Fletcher Nettleton (Morehead State University, USA)
DOI: 10.4018/978-1-4666-6489-0.ch016

Keywords: Education / Educational Technologies / Information Science Reference / K-12 Education

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Abstract

Honors programs are designed to provide talented students the opportunity to excel with a group of peers having a similar level of ability, motivation, and prior academic achievement. A problem that results is Honors Programs and education programs rarely interface, and thus, current models do not optimally serve the gifted adult who will become a science teacher. Gifted students are not easily identified in the science methods class. Notices about involvement from Honors Programs are often not forwarded to people in teacher education programs. Such lack of information means that science methods instructors must identify the students without benefit of Honors Program insight. This chapter discusses identification and curriculum for gifted adults.

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