Identifying Gifted Students in Science

<p>Currently, there is no standard protocol to identify students who are gifted in science. If students are identified as gifted early on in elementary school, teachers and parents can foster their interest, increasing the students’ knowledge, value, and affect as well as their willingness to re-engage science (Eccles & Wigfield, 2002; Gottfried & Gottfried, 1996; Häussler 1987; Neber & Schommer-Aikins, 2002; Osborne, 2003; Schunk, Pintrich, & Meece, 2008). In this study, a brief student identification form was developed for elementary school teachers to complete. The form was based on Hidi and Renninger’s (2006) four-phase model of interest development. The form was one piece of a more comprehensive identification protocol.</p> <p>Students in grades second, third, fourth, fifth, and sixth from six Warren County elementary schools were asked to participate in this study. However, due to insufficient data, grades two and six were not used after collection. Few sixth grade teachers completed the forms and second graders did not take the ITBS.</p> <p>This study primarily focused on identifying students from underrepresented populations. These six schools, Cumberland Trace, Bristow, Lost River, Oakland, Richardsville, and North Warren, were chosen based on their larger population of students who qualify for free and reduced lunch.</p>

Name thesis:degree_name

Specialist in Education

Discipline thesis:degree_discipline

Department of Psychology

Year

2011

Author dc:creator

• Zirkelbach, Andrea Cary

Contributors dc:contributor

• Dr. Steve Wininger (Director), Dr. Pitt Derryberry, Dr. Carl Myers

• gifted education
• Iowa Test of Basic Skills
• GEMS project
• Gifted Education in Math and Science (GEMS)
• Warren Count (Ky.) gifted students

Repository record dc:identifier

https://digitalcommons.wku.edu/theses/1057

OAI identifier oai:identifier

oai:digitalcommons.wku.edu:theses-2060