International Perspectives on Science Education for the Gifted

Editors' preface: Keith S Taber & Manabu Sumida About the contributors Chapter 1: Giftedness, Intelligence, Creativity and the Construction of Knowledge in the Science Classroom Keith S. Taber Chapter 2: Creativity and Science Education for the Gifted: Insights from Psychology Paromita Roy Chapter 3: Depth and Complexity: A model to differentiate science for gifted students Sandra Kaplan & Jessica Manzone Chapter 4: Engagement in Theoretical Modeling in Research Apprenticeships for Capable High School Students Elon Langbeheim & Samuel Safran Chapter 5: "Excuse Me Teacher, But You Made a Mistake...": Interactions between science teachers and gifted students in a regular classroom Naama. Benny & Ron Blonder Chapter 6: Developing Blended Knowledge in Science Using the Enrichment Triad: Practical applications of an inquiry-based learning model Nancy Heilbronner & Joseph S. Renzulli Chapter 7: Engaging Learners in the Analysis of Scientific Literature: A practical strategy for enhancing gifted students' interest in science William L. Romine & Troy D. Sadler Chapter 8: The Nature of Science and the Teaching of Gifted Learners Keith S. Taber Chapter 9: Gifted Females in Science Sezen Camci Erdogan & Fran Riga Chapter 10: Scientific Giftedness in Japanese Society Manabu Sumida Chapter 11: Creating a Space and Place for Diverse Learners in Multifarious Contexts Niamh Stack, Margaret Sutherland, Thomas Aneurin Smith & Frida Tungaraza Chapter 12: Extending the Gifted Science Student: What the teacher needs to do during inquiry learning Gillian Kidman Chapter 13: The U.S. Science Olympiad Experience: Interplay between competition and cooperation Lucy Kulbago, Bridget K. Mulvey, & Aziz Alamri Chapter 14: The Experiences of Scholarship Students: Perceptions of New Zealand physical science scholarship holders Jenny Horsley& Azra Moeed Chapter 15: Neuroscience Research on Science-Talented Learners Ching-chih Kuo, Ching-Po Lin & Hsiao-Lan Sharon Wang Chapter 16: Meeting the Needs of Twice-Exceptional Children in the Science Classroom Manabu Sumida