Findings
Teachers'
Profiles
Profiles
of ten gifted science teachers are shown in Table 1. Whether or not gifted
science teachers had received a background in research through components
in their own degree studies was of interest, as it was postulated that this
might serve as a form of impetus to engage gifted students in research projects
as a type of teaching method. In addition, it was speculated that the quality
of their degree might have some bearing on their subsequent classroom teaching.
A system of grading from one to four (four highest) was adopted so that Degree
Level would be comparative. All of the teachers in the profile table were
working at the initial stage (orientation) of gifted science programmes.
Table
1. Profiles of the gifted science teachers' sample
| Teachers'
code name
|
Profiles
|
|
Degree Type
|
Degree Level
|
Number of years of teaching
|
Gifted Teaching program
|
Degree Research Component
|
|
A
|
Physics teacher education
|
2.80
|
3
|
Orientation
|
Physics engineering.
|
|
B
|
Chemistry teacher education
|
3.20
|
3
|
Orientation
|
Chemistry education
|
|
C
|
Biology teacher education
|
2.80
|
2
|
Orientation
|
No
|
|
D
|
Chemistry teacher education
|
3.21
|
2
|
Orientation
|
Chemistry education
|
|
E
|
Physics teacher education
|
2.45
|
3
|
Orientation
|
No
|
|
F
|
Physics
|
2.50
|
10
|
Orientation
|
No
|
|
G
|
Biology teacher education
|
2.60
|
10
|
Orientation
|
No
|
|
H
|
Chemistry
|
2.55
|
8
|
Orientation
|
No
|
|
J
|
Biology teacher education
|
2.40
|
7
|
Orientation
|
No
|
|
K
|
Chemistry teacher education
|
2.70
|
3
|
Orientation
|
No
|
Only
a total of three subjects had a background in research from their own degrees,
(two of these in science education). Other aspects of interest were the number
of years of teaching, which ranged from two to ten years, and the type of
degree programme studied-- 80% had studied science education degrees. The
degree level ranged from 2.40 to 3.21 and did not appear to be of significance.
Interview
Findings
In the interviews nine
questions were asked to the science gifted teachers. These questions and responses
were analyzed and grouped according to similarities in responses.
Q1. How can the best learning be constructed in
gifted education?
Each
respondent identified more than one method related to this question. Learning
style types and the proportion of learning styles considered best by subjects
are given in Table 2.
Table 2: Number and % of learning
style considered best by gifted science teachers
|
Learning
Styles
|
Number
|
%
|
|
Group work
|
9
|
64
|
|
Practical experiments
|
8
|
57
|
|
Interactive learning
|
5
|
35
|
|
Computer-based learning
|
5
|
35
|
|
Direct instruction style
|
4
|
28
|
|
Individual learning
|
3
|
21
|
|
Cause and effect reasoning
|
3
|
21
|
The results indicate that respondents think group
work and practical experiments are the best ways of learning. Other methods
rated relatively highly were computer-based learning and interactive learning.
Q 2. How do you explain
your role in gifted education as a science teacher?
Short answers supplied in response to this question are grouped around roles
such as guide, supporter and researcher. One respondent clarified role as
giving knowledge to students, guiding them and expanding gifted students'
viewpoints.
Q 3. Did you have any dilemmas before teaching
in the Science Art Centers?
Half of the respondents stated that they had a concern that gifted students
might have a clearer view about science than the teacher. Half said they had
some positive expectations about beginning teaching in SAC's.
Q 4. What are your teaching
techniques, which you use in science lessons or think you would use in Science
Art Centers?
Responses grouped by technique are presented in Table 3.
Table 3 Frequency and %
values of the gifted science teachers' teaching methods used in
science courses.
|
Teaching techniques
|
Number
|
%
|
|
Experiment
observation
|
13
|
92
|
|
Demonstration
|
10
|
71
|
|
Questions and discussion
|
9
|
64
|
|
Explanation
|
8
|
57
|
|
Problem solving
|
5
|
35
|
|
Induction, and deduction
|
5
|
35
|
|
Drama
|
4
|
28
|
|
Brain-storming
|
4
|
28
|
|
Project work
|
3
|
21
|
The results indicate that respondents use or
intend to use a wide variety of teaching techniques. There is high usage,
(or intended high usage), of experiment and observation, demonstration and
question and discussion format. There is some match to the answers on best
learning styles in response to question one.
Q 5. Which of the modern learning theories
do you apply in lessons?
One respondent said that learning theory was used. However, five respondents
said that they did not know anything about learning theory. Others explained
that they knew a little on learning theory, but did not apply it.
Q 6. How do you evaluate or plan to evaluate
in your science courses?
Most of the respondents stated that they would give students different examples
related to a science topic and ask them write what they understood in their
own words. Respondents also used or planned to use marking of experiment reports,
oral assessment, and encouragement of students to think about science phenomena
by asking "Why" and "How" questions. Written or oral examinations
were also advocated.
Q 7. Which do you think will be, or what are
the most helpful sources for your studies in the Science Art Centers?
Respondents mainly stated that the most helpful materials were books and notes
they had used prior to teaching. Other useful sources were prepared programs,
laboratory books and journals of a science-technical nature.
Q 8. Up until now, what are the biggest problems
you have faced while working at the Science Art Centers?
Respondents felt they didn't become familiar enough with students. They felt
they lacked knowledge about contemporary learning models and lacked good programmes
for gifted students. Respondents would like more on question techniques, and
clarification on measurement and evaluation. Respondents had difficulties
determining the subject of projects, as well as planning and conducting projects,
academic support, and difficulties with foreign language, which prevented
them from accessing information from other countries.
Q 9. What do you expect from teacher educators?
Respondents stressed that they expected support by information about ways
of determining project subjects, and planning and conducting projects. Another
expectation was interaction with universities, and courses on science education
for gifted students. Teacher educators were seen as a source of materials
and expert guidance that was needed. In particular, courses on laboratory
approaches, the development of laboratory skills, activities and modern teaching
theories were desired.
Copyright (C) 2003 HKIEd APFSLT. Volume 4, Issue 2, Article
5 (Dec., 2003). All Rights Reserved.
