Abstract
A new outcome-based (OBE) science syllabus has been developed as part of a general reform of teaching in the State of Queensland. Assumptions underpinning the new syllabus are challenging for classroom teachers to accept and enact. Hence, there is concern that the needs of special groups such as gifted students may not be addressed. This paper explores the philosophy and practices of implementing an OBE based curriculum in science to establish whether this curriculum provides appropriate educational opportunities for gifted students.
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