The Translation of Teachers' Understanding of Gifted Students into Instructional Strategies for Teaching Science

Autor/inn/en	Park, Soonhye; Oliver, J. Steve
Titel	The Translation of Teachers' Understanding of Gifted Students into Instructional Strategies for Teaching Science
Quelle	In: Journal of Science Teacher Education, 20 (2009) 4, S.333-351 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-009-9138-7
Schlagwörter	Educational Strategies; Academically Gifted; Grouping (Instructional Purposes); Data Analysis; Science Teachers; Peer Teaching; Teaching Methods; Student Needs; Secondary School Teachers; High School Students; Heterogeneous Grouping; Homogeneous Grouping; Observation; Interviews; Science Instruction; Course Content; Individualized Instruction; Thematic Approach; Classroom Techniques; Classroom Environment + Suchen Sie Ihr Suchwort? Lehrstrategie; Grouping; Gruppenbildung; Auswertung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Peer group teaching; Peer Group Teaching; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Homogene Gruppierung; Niveaugruppierung; Streaming; Beobachtung; Interviewing; Interviewtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kursprogramm; Individualisierender Unterricht; Themenzentrierter Unterricht; Klassenführung; Klassenklima; Unterrichtsklima
Abstract	This study examined how instructional challenges presented by gifted students shaped teachers' instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students' products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10