Preparing Gifted Students for College Success within the High School Science Classroom

Julia Thomas Boehler

Abstract


College is a crucial step for many students in order to obtain their desired career. Research has shown that often gifted students have poorer college adjustment than their non-gifted peers. Gifted students have unique needs in high school classrooms, and when these needs are not met, they will not develop important skills they need for college success. It is the role of all high school teachers, including science teachers, to not only help their students achieve in high school, but also to prepare them for success following graduation. This article discusses the areas gifted students often lack skills in as well as instructional strategies that high school science teachers can use to help their gifted students develop these skills. By using a combination of strategies like homogenous grouping, higher-order cognitive tasks, differentiation and Project Based Learning, high school science teachers will better prepare their gifted students for success in college.


Full Text:

PDF

References


Coleman, L. J., Micko, K. J., & Cross, T. L. (2015). Twenty-five years of research on the lived experience of being gifted in school. Journal for the Education of the Gifted, 38(4), 358-376. doi:10.1177/0162353215607322

Coleman, M. R. (1995). Exploring options: Problem-based learning. Gifted Child Today, 18(3), 18-19. doi:10.1177/107621759501800309

Conejeros-Solar, M. L., & Gómez-Arízaga, M. P. (2015). Gifted students’ characteristics, persistence, and difficulties in college, Roeper Review, 37(4), 241-251. doi: 10.1080/02783193.2015.1077909

Gómez-Arízaga, M. P., & Conejeros-Solar, M. L. (2013). Am i that talented? The experiences of gifted individuals from diverse educational backgrounds at the postsecondary level. High Ability Studies, 24(2), 135-151. doi:10.1080/13598139.2013.838898

Jo, S., & Ku, J. (2011). Problem based learning using real-time data in science education for the gifted. Gifted Education International, 27(3), 263-273. doi:10.1177/026142941102700304

Mullet, D. R., Kettler, T., & Sabatini, A. (2017). Gifted students’ conceptions of their high school STEM education. Journal for the Education of the Gifted, 41(1), 60-92. doi:10.1177/0162353217745156

Ngoi, M., & Vondracek, M. (2004). Working with gifted science students in a public high school environment: One schools approach. Journal of Secondary Gifted Education, 15(4), 141-147. doi:10.4219/jsge-2004-459

Park, S., & Oliver, J. S. (2009). The translation of teachers’ understanding of gifted students into instructional strategies for teaching science. Journal of Science Teacher Education, 20(4), 333-351. doi:10.1007/s10972-009-9138-7

Peterson, J. S. (2000). Preparing for college—beyond the getting-in part. Gifted Child Today, 23(2), 36-41. doi:10.4219/gct-2000-727

Vantassel-Baska, J. (2012). Curriculum issues. Gifted Child Today, 36(1), 71-75. doi:10.1177/1076217512465289

Worrell, J. H. (1987). A mathematics and science program for gifted high school students. Journal of Chemical Education, 64(7), 12-13.


Refbacks

  • There are currently no refbacks.