A Case Study of a Science Teacher Training Program for Gifted Children at the Science Learning Centre London

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  • 才能児にふさわしい学力を発揮させる教育プログラムと教材の特色
  • 才能児にふさわしい学力を発揮させる教育プログラムと教材の特色 : 英国SLCLの提供する教員研修を事例として
  • サイノウジ ニ フサワシイ ガクリョク オ ハッキ サセル キョウイク プログラム ト キョウザイ ノ トクショク : エイコク SLCL ノ テイキョウ スル キョウイン ケンシュウ オ ジレイ ト シテ
  • ―英国SLCL の提供する教員研修を事例として―

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Abstract

Japanese science education has produced well-trained students who exhibit high scores in science achievement tests. However, the perspective of how we should provide educational opportunity for the gifted children has been somewhat neglected. This paper entails a case study of the teacher training program at the Science Learning Centre London (SLCL), aimed to suggest what kind of teaching materials are appropriate to teach gifted children. The authors visited the SLCL in December 2011 to have an oral interview with the person in charge of teacher training. The following three points were found to be characteristic of the SLCL’s program.<br>a.The definition of ‘gifted children’ and what he/she ‘looks like’ was explained to the teachers; this included classifying and considering aspects of each child’s personality. In this way, the teachers could understand that gifted children are not rare, but actually quite common in the classroom.<br>b.The teaching materials include practical activities, such as surveys and experiments to produce scientific data, and asking the children to think about whether or not the results were fair. These materials promoted the essential learning skills noted by the National Curriculum such as critical thinking and considering scientific rationales. Furthermore, simple-to-use and easily obtainable equipment is used in the classroom. This means that these activities can be performed by any teacher or at any school.<br>c.The SLCL has developed scenario-based teaching materials to awaken the intellectual curiosity of gifted children. These scenarios incorporate both static activities, such as listening quietly to a story, and dynamic activities, where students recollect the content and express it in a drawing or verbally with their friends. This methodology encourages children to develop alternative learning attitudes.<br>These findings suggest to us an effective resource with regard to how to promote initiatives to extend the potential capabilities of all children as well as gifted children.

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