High Ability Secondary School Students Research Articles

Mathematical Investigation Proficiency among Singapore Secondary School Students: An Exploratory Study

This article presents an exploratory study to find out whether high-ability secondary school students in Singapore were able to deal with open mathematical investigative tasks. A class of Secondary One (or Grade 7) students, who had no prior experience with this kind of investigation, were given a paper-and-pencil test consisting of four open tasks. The results show that these students did not even know how to begin, despite sample questions being given in the first two tasks to guide and help them pose their own problems. The main difficulty was the inability to understand the task requirement: what does it mean to investigate? Another issue was the difference between searching for any patterns without a specific problem to solve, and searching for patterns to solve a given problem. The implications of these findings on teaching and on research methodologies that rely on paper-and-pencil test instruments will also be discussed.

A Progressive Pedagogy for Online Learning With High-Ability Secondary School Students: A Case Study

This article describes a case study of a group of ten 14-year-old students who engaged with an online extended-learning project as an extracurricular activity for about 6 months. The students were physically located in Australia, Malaysia, and the United Kingdom. The facilitation and online learning made use of a progressive pedagogy that moved from structured, whole group online participation to a more individual, open approach to learning. The study investigated students’ motivation to participate in the online learning and explored the nature of the interactions in an online learning environment. The findings show that students interacted differently online, depending on the task at hand. Seven of the 10 students completed the final task of creating learning products. The implications of the study for online learning with high-ability school students are discussed. Putting the Research to Use This research demonstrates that online support for high ability students is both possible and practical. Implementing this approach requires a structured approach to move the students progressively to more open-ended enquiry. This incremental approach reduces the extent of student drop-out and increases task completion when compared to more challenging open-ended tasks. Teachers or schools seeking to provide this kind of support to overcome geographic isolation of high ability students need to (a) plan carefully for the structured engagement with topics and with other students (b) remain closely involved in the initial stages of engagement and (c) only gradually remove their scaffolding as students demonstrate capacity to sustain independent interactions. Having a public purpose for the activity is also important.

A Longitudinal Study of Gender Differences in Young Children’s Mathematical Thinking

One area in which gender differences in mathematics have been studied minimally deals with strategies used to solve mathematical problems. The limited evidence available suggests that there may be some gender differences in problem-solving strategies. Differences have been found in grades 1-3, with girls tending to use observable strategies (such as counting) and boys tending to use mental strategies (Carr & Jessup, 1997). Gallagher and DeLisi (1994) studied high-ability secondary school students and reported that while there were no overall differences in the number of selected SAT items answered

A High School Bio-Science Program: A proposal

This article will direct itself to a description of a proposed Summer High School Bio-Science Program. The general objectives of such a Program are two-fold: first, to help identify those high-ability secondary school students from a city's disadvantaged high schools who appear to have excellent potential for c rea t iv i ty , and second, to make each s tudent , who is accepted into the program, more aware of the many career opportunities in fields directly and indirectly associated with mental health. This latter objective would be accomplished through lectures by representatives of these careers, through field trips and by actual experience in the sciences. One would also hope tha t the High School Bio-Science Students would acquire, through their experience, such skills as lecturing to a group, conducting a group seminar discussion, and introducing lecturers. In addition, the students could learn something about the basic philosophies and techniques of research. Also, they could learn to think more scientifically, originally, critically, and creat ively , not only about their academic experiences, but also about themselves.

Southern Methodist's Summer Program in Mathematics for High Ability Secondary School Students

Southern Methodist's Summer Program in Mathematics for High Ability Secondary School Students

Southern Methodist's Summer Program in Mathematics for High Ability Secondary School Students

Southern Methodist's Summer Program in Mathematics for High Ability Secondary School Students

Science training program for high ability secondary school students: The development of man, an enrichment program

Science training program for high ability secondary school students: The development of man, an enrichment program

College-Level Geology Course for High-School Students

A college-level geology course taught for participants in a National Science Foundation Summer Science Program for High Ability Secondary School Students is described. A traditional physical-geology course was augmented by numerous illustrative field exercises in eastern Iowa. Geologic mapping on aerial photos and topographic maps was emphasized. The course demonstrated that high-school students with no previous geological background can perform and comprehend field work, and above all, that they enjoy it as representing the unique essence of geology.

Selection Criteria for High Ability Science Students

THE NATIONAL Science Foundation has supI ported special science and mathematics programs for high ability secondary school students during the summers of 1959 through 1962. The State Uni versity of Iowa was selected to host such programs during 1960, 1961, and 1962. This paper deals with: 1) an analysis of the relative merits of criter ia used in the selection of participants as predic tors of achievement in institute courses and 2) the determination of the degree to which prior science courses in secondary school affected such achieve ment. Data for the study was taken from the 19 6 0 program. A description of this particular program has been published elsewhere (4). Kough has suggested the use of intelligence tests and teacher observation as a means of identifying high ability students (2). Kough and DeHaan list items which characterize the high ability student in science (3). Drews has suggested these same cri teria as the chief means of identification and selec tion for special programs (1). IQ scores and teach er observation were requested on the appl i c a t i o n form for the summer science program described here. In addition much other information indicated later was requested since selection of participants for this program meant choosing 70 from a total of nearly eight hundred. Almost without exception the applicants had the unreserved recommendation of their teachers indicating that they possessed super ior ability and motivation in science. In addition, all were well above average with respect to IQ. This meant that factors other than those usually listed as principal methods of identifying high abili ty students became the chief criteria in finally se lecting participants.

Selection criteria vs. performance in high-ability secondary-school student programs

Do you have a program in progress for high-ability secondary-school students? If so, how will you select the participants? How can you evaluate the background material with which you are provided? How much weight will you place on transcripts of grades, intelligence tests, achievement tests, and glowing testimonials?

Experimental Programs: A summer mathematics program for high-ability secondary-school students

At a time when the change in approach (and to some extent, the content) of secondary-school mathematics courses was hitting the curriculum with a dramatic impact, Assumption College in Worcester, Massachusetts, always eager to improve upon the traditional, was one of the first colleges to cater to youngsters gifted in the field. The National Science Foundation sponsored this effort with a substantial grant for the summer of 1959. Forty boys, primarily from the New England area, participated in this first program.

Experimental Programs: A summer mathematics training program for high-ability secondary-school students

For the past three years the National Science Foundation has supported summer training programs in science, mathematics, and engineering for high-ability secondary- school students. The basic objective for these programs has been “to bring outstanding students into direct contact with college teachers and research scientists of recognized competence” so that these students may be inspired to gain an understanding in science beyond that usually acquired in the high school.

Summer Science Training Program for High-Ability Secondary School Students

Summer Science Training Program for High-Ability Secondary School Students

Summer Science Training Programs in 1961 for High‐Ability Secondary School Students

School Science and MathematicsVolume 61, Issue 4 p. 286-286 Summer Science Training Programs in 1961 for High-Ability Secondary School Students First published: April 1961 https://doi.org/10.1111/j.1949-8594.1961.tb08552.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume61, Issue4April 1961Pages 286-286 RelatedInformation

Summer Institute in Earth Science and Mathematics for Secondary-School Students of High Ability

A study of the physics and chemistry of water, as an introduction to a survey of earth science, proved to be an effective procedure for forty high-ability secondary-school students. This approach provided a basic resource of information and understanding on which students and teachers could draw in explaining diverse phenomena of the atmosphere, hydrosphere, and lithosphere.