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ABSTRACT
In Australia, both the federal government and most states are committing considerable funds to enhancing science education, and in particular advocating special support for the most gifted students. These students are seen as crucial contributors to a technological society in coming generations. The provision of support for gifted students is often left to learning support teachers or gifted and talented co-ordinators. Rarely do teachers of science provide gifted students with opportunities for enrichment within the formal school structures. This is despite the strong interest that many gifted children have in science from a very young age. In this article, we explore the issue of why gifted students should receive special attention and highlight some of the broad strategies that can be implemented to support gifted students. The education of gifted students in science has received scant attention in the literature despite considerable advances being made in the field (e.g., Heller, Monks, Sternberg, & Subotnik, 2000). Although, many of the strategies developed in gifted education will particularly benefit gifted students they are also of value to all students studying science.
WHY DO GIFTED AND TALENTED STUDENTS REQUIRE SPECIAL PROVISION?
Gifted children are exceptional children, each with their own innate specific capacity to excel in domains commensurate with their intellectual capability. Although most children show strengths of intellect or performance in some areas, the gifted display exceptional behaviour relative to their peers. Reasons given for supporting the gifted in the various educational policy documents stems from two concerns: economic prosperity and equity. The future well being of the nation and society is seen as an outcome of fostering productivity and creativity. There is also the affirmation that disadvantaged groups can and should be provided with opportunities for development of their potential. Despite the influence of extensive ill-informed lay opinion, gifted students can be disadvantaged by a failure to cater for their special learning needs. Inclusivity and generalisations that all students display gifts can lead to initiatives that deny the gifted a chance to discover and exhibit their full potential. By assuming all students have gifts we take a politically safe stance, which does not confront ideals of egalitarianism. However, giftedness is that characteristic that sets apart a particular group of children. Intelligence is not a...