Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.658067
Title: A study on the impact of an accelerated science programme on the learning outcomes of gifted and talented student
Author: Tam , Kwok-Wai Raymond
ISNI:       0000 0004 5351 8196
Awarding Body: University of Bristol
Current Institution: University of Bristol
Date of Award: 2014
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Abstract:
For more than two decades, research on accelerated science classes has mostly been in , Mathematics and seldom in other science subjects and has mostly been conducted in English-speaking countries (e.g., Stanley & Stanley, 1986) and seldom in Asian countries with Chinese populations. The purpose of the present study was to investigate the effectiveness of an accelerated science programme for gifted & talented Chinese students in a gifted & talented secondary school in Hong Kong in terms of their proficiency, their motivation, their skilfulness and the usefulness ofthe programme. The assessment results of three science subjects (Physics, Chemistry, Biology) of Grade 9 (G9) students from accelerated and non-accelerated science classes were compared in the three cohorts 2007-08, 2008-09, and 2009-10. A questionnaire was used to evaluate the students' perceptions regarding their motivation and the usefulness of the programme from the three G9 cohorts and follow up interviews were conducted with six students from Cohort 2009-10 to enquire their views. The assessment findings showed that the students who attended the two cohorts 2007-2008 and 2009-2010 of the G9 Accelerated Science Programme achieved better in their science subjects. The G9 Accelerated Science Programme (2008-2009) .might not have any effects on the science achievements of the students. Student interviewees found the Accelerated Science Programme more engaging than the traditional science subjects for various reasons such as they could learn advanced topics more deeply to broaden their horizons in science. The Accelerated Science Programme was valid for the students' learning to do better in their science projects for different reasons such as they got to have more hands-on experience in doing sCientific investigations. The interview findings also revealed that the students picked up a variety of skills according to Gardner's (as cited in Sousa, 2009) theory of Multiple Intelligences (MI). Future researchers can treat this study as a representative model to help gifted & talented Chinese students in science.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.658067  DOI: Not available
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