Ahouse, J.J. (1987) Fingerprinting. Berkeley: Lawrence Hall of Science, University of California. (CR507/G323f)

"The fingers-on activities in this unit allow you and your students to explore the similarities and variations of fingerprints. ... Teachers have found this unit to be an ideal lead-in to a variety of interesting follow-up activities." (p.1) For Grades 4-8.

 

Atamian, G.C. (n.d.) From Naked Eye to Deep Sky. Rochester: Bausch and Lomb. (520.2/A862o)

An introductory self-instructional guide of observational astronomy activities. Based on the northern hemisphere's sky.

 

Austin, L.B. & Shore, B.M. (1993) Concept mapping of high and average achieving students and experts. European Journal For High Ability, 4 (2), 180-195. [See under Definition/Identification]

 

Awkerman, G. & Teller, P. (1979) Mess management for gifted students. Science and Children, 16 (6), 10-11.

A unit of seafood is used to explain 'mess management' or 'collective problem solving'.

 

Barber, J. (1987) Bubble Ology. Berkeley: Lawrence Hall of Science, University of California. (CR507/G323b)

Includes activities on 'Bubble technology', 'Comparing bubble solutions', 'The chemistry of bigger bubbles', 'Bernouilli's bubbles', 'Predict-a-pop' and 'Longer lasting bubbles'.

 

Benbow, C.P. (1992) Academic achievement in mathematics and science of students between ages 13 and 23: Are there differences among students in the top one percent on mathematical ability? Journal of Educational Psychology, 84 (1), 51-61. [See under Maths]

 

Brandwein, P.F. & Passow, A.H. (Eds) (1988) Gifted Young in Science: Potential Through Performance. Washington: National Science Teachers Association. (371.95/B821g)

Includes contributions from Tannenbaum, 'Probing giftedness/talent/creativity: Promise and fulfillment', Gould, 'Still in my dinosaur phase', Johnson & Johnson, 'Cooperative learning and the gifted science student', and 25 other chapters covering 'purposes and principles', 'programs' and 'personal reflections'.

 

British Association for the Advancement of Science. (1983) Ideas for Egg Races: and Other Practical Problem-Solving Activities. London: BAAS. (507.1/I19)

Provides 72 ideas in detail, for age groups ranging from infants to adults: e.g., "Design and make a device which will travel along a wire and release a ball bearing or marble over a target." (21), "Design and construct a solar water heating system to increase the temperature of 25 litres of water over a time period of 4 hours." (29) For each activity details are given on equipment to be provided, rules and judging.

 

Coleman, E.B. & Shore, B. (1991) Problem-solving processes of high and average performers in physics. Journal for the Education of the Gifted, 14 (4), 366-379.

"This study demonstrates that high performers at the high school level perform differently from average performers on physics problems, and more closely resemble experts in so doing. Both qualitative and quantitative differences and similarities exist with respect to the correctness and incorrectness of metastatements made, and to the use of prior versus given knowledge." (p.376)

 

Computer Education Unit. (1986) Potential Unlimited: Computer Technology for Students with Special Educational Needs. Sydney: NSW Department of Education. (371.9045/S633P)

"This booklet presents an overview of the current major uses of the computer in education, and specifically how the technology can be used to improve and broaden the educational opportunities of students with learning difficulties, disabilities and special talents. (p.1)

 

Endean, L. & George, D. (1983) The ideal science lesson. Gifted Education International, 1 (2), 120-125.

Reports of a Science Enrichment Course for 13 year olds talented in science and on the children's comments about science education - "here are the children themselves telling us that they can understand much better when they set up their own experiments, make their own mistakes, and discuss their own point of view." (p.124)

 

Gallagher, S. et al. (1991) A community of scholars dedicated to exploration and discovery: The Illinois Mathematics and Science Academy. The Gifted Child Today, 14 (6), 16-21. [See under Maths]

 

Gray, D.J. (1990) A schools science exhibition. Gifted Education International, 6 (3), 182-186.

Discusses the GEC EXPO for Young Scientists, establishing links with Renzulli's enrichment triad model and Campbell's views of good science teaching practice. "Judging is based on a two-part assessment: first the overall appearance of the presentation, its scientific content and attractiveness and second, the outcome of an interview with a panel of three or four judges." (p. 182)

 

Hardingham, K. (1994) Complex problem solving with talented science students: A forensic focus. Gifted, 81, 17-19.

Describes a forensic science camp for Year 8 students, held in Armidale, NSW. "The important thing about their whole experience was that the motivation for all the striving, debating, cooperation and learning came from within. They did it because they needed to do it." (p.18)

 

Hoofman, J. (1994) 'My summer with Leonardo' and other wonderful experiences. Science and Children, 31 (6), 22-24.

"The next time your students groan at the old research-and-write-about-a-scientist assignment, consider this exciting, creative alternative." (p.22) Explains in detail, with examples from her sixth graders' responses, what this approach entails.

 

Hoover, S.M. (1994) Scientific problem finding in gifted fifth-grade students. Roeper Review, 16 (3), 156-159.

"In general, the results of this study show little relationship between a measure of verbal creativity and the scientific problem finding construct." (p.159)

 

Kelble, E.S., Howard, R.E. & Tapp, J.B. (1994) Enhancing physical science instruction for gifted elementary school students: Developing teacher confidence and skills. Roeper ReviewI, 16 (3), 162-166.

"Discussed are themes used in summer in-service workshops to develop the skills and confidence elementary school teachers need .... This includes confidence with hands-on activities, letting children explore, focusing on process skills or with basic materials." (p.162)

 

McCormack, A.J. (1981) Inventors Workshop. Belmont: David S. Lake Publishers. (607.2/M131I)

A booklet of practical syggestions. "The projects in this book are all designed to encourage creative, right-hemisphere thinking. Since the book focuses on the areas of science and invention, three mental processes will be given greatest emphasis: a) visual thinking; b) inventive thinking; and c) humor." (p.vii)

 

Mackin, J. (1995) The science of a team approach. Gifted Child Today, 18 (1), 14-17, 42.

"A program for students talented in science offering an opportunity to use community research facilities and complete scientific research outside the classroom became a reality as a one semester, independent study course" at a US high school. (p.14)

 

Piirto, J. (1991) Why are there so few? (Creative women: Visual artists, mathematicians, musicians) Roeper Review, 13 (3), 142-147. [See under Visual Arts]

 

Pirozzo, R. (1987) Instructional and administrative adaptations for bright science students. TalentEd, 17, 5-8.

"The self-directed/individualized Biological Science Program and the vertical timetable available to students at Morayfield State High School aim at meeting the needs of bright students without disadvantaging any other group of children." (p.5)

 

Pizzini, E.L. (1982) Appropriate experiences for the gifted science student. Roeper Review, 4 (4), 7-8.

"Giftedness in science can be enhanced by providing a variety of enrichment and acceleration activities for students." (p.7) Briefly explains what this might mean in practice.

 

Pyryt, M.C. (1979) Helping scientifically gifted students. Science and Children, 16(6), 16-17.

Includes a process for selecting ideas to investigate in the form of individual projects.

 

Ravaglia, R., Suppes, P., Stillinger, C. & Alper, T.M. (1995) Computer-based mathematics and physics for gifted students. Gifted Child Quarterly, 39 (1), 7-13.

"Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would normally do so. Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results." (p.7)

 

Revell, M. (Ed.) (1995) The Differentiation Book: A Guide to Differentiation in Secondary Science Teaching. Northampton: NIAS. (CR507.2/D569)

Provides a detailed overview, with numerous practical examples, of what differentiation in science might involve.

 

Root-Bernstein, R.S. (1991) Teaching abstracting in an integrated art and science curriculum. Roeper Review, 13 (2), 85-90.

"Abstracting is the process by which details are eliminated from a complex perceptual field to reveal underlying structures or properties that are not immediately obvious. ... abstracting is one of several tools of thought that are essential for developing the kind of understanding that is essential to creativity and inventiveness." (p.85)

 

Schmedding, P. (1995) The thin edge of science. Gifted, 88, 21-23.

"This article deals with an approach to teaching science and technology (with some hints on the performing arts thrown in) that takes into account the cognitive ability, the limitations and distortions that occur when children are introduced to new and unknown principles and concepts." (p.21)

 

Sternberg, R.J. (1982) Teaching scientific thinking to gifted children. Roeper Review, 4 (4), 4-6.

"It is argued here that science education can and should be made more realistic, and should include training in problem finding, problem solving, problem reevaluation, and scientific reporting." (p.6)

 

Windley, C. (1976) Teaching and Learning with Magic. Washington: Acropolis Books. (372.35044/W765T)

"Each 'secret', trick or project is based on a scientific, mathematical, or learning principle".

 

Wolk, A. (1990) Challenge the boundaries: An overview of science fiction and fantasy. English Journal, 79 (3), 26-31.

Provides an interesting overview of what science fiction is, how to teach it and what books to use.

 

Zorman, R. (1996) The long and winding road from promise to fulfilment in science among gifted females in Israel. High Ability Studies, 7 (1), 39-50. [See under Gender]

©TalentEd is located at the School of Education, University of New England, Armidale, Australia.

This page updated: 23 January 2006 Webmaker: Howard Smith. hsmith4@une.edu.au