Enrichment program for the ethnic minority of gifted and talented students in science and engineering

Yoon, Jiyoon; Kim, Kyoung Jin; Koo, Katie

doi:10.1080/21548455.2020.1714092

Cited by 14 publications

(14 citation statements)

References 32 publications

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“…In this sense, general conclusions which may be extracted from this work and concerning data previously shown, it can be confirmed that two intervention modalities exist: first of all, the acceleration concerning an academic year further than the one in which the student has officially joined [ 35 , 36 , 37 , 38 ]; secondly, curricular enrichment programmes [ 38 , 39 , 40 , 41 , 42 ]. However, these latter are more disperse and not always fulfill students’ expectations.…”

Section: Discussionsupporting

confidence: 82%

“…The studies by Yu and Jen [ 41 ] and the one developed by Yoon et al [ 42 ] were included within the enrichment programmes and closely linked to the STEM areas. Concerning the first one, nanotechnology concepts were introduced to 28 high ability students by using a 200-min programme divided into 40-min science sessions twice a week.…”

Section: Resultsmentioning

confidence: 99%

“…Students are able to learn these concepts through appropriately-designed activities. Therefore, Yoon et al [ 42 ] focused their study on abilities and skills of 10 gifted and talented students who wanted to become scientists by using the YSTLC programme during a week. They found that intervention improved students’ attitude, STEM knowledge and leadership skills.…”

Section: Resultsmentioning

confidence: 99%

“…However, based on the findings of the studies included in this review, it is necessary to avoid the application of generalized and standardized programmes to these students, as each one responds to a different profile with very particular needs, hence the importance of designing and implementing integrated curricular programmes adapted to the cognitive abilities of gifted students [39,42]. Another feature to be included in several of the studies within this review is the consideration of psychosocial factors, and in particular, educational and organisational resources specific to each of them as a guarantee to ensure the psychoemotional balance of students [38,40,46].…”

Section: Discussionmentioning

confidence: 99%

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Analysing Educational Interventions with Gifted Students. Systematic Review

et al. 2021

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(1) Background: Educational attention to gifted students has not been a well-established line of research due to the multiple conceptions about their characterisation. While educational attention has tended to respond to students who present learning difficulties due to their limitations, it has been observed that gifted students may also fail in their studies. The purpose of this study is to examine educational interventions carried out with this population worldwide; (2) Methods: The methodological design is a systematic review, following the PRISMA guidelines, in the Scopus and WOS databases on educational interventions and gifted students; (3) Results: The papers were studied through a qualitative content analysis based on a population of 557 articles, with a final sample of 14, finding a great variety of didactic strategies and models oriented to meet the needs of this group. In relation to the quality of the studies, the lack of pre-post methodological designs focused on performance stands out; (4) Conclusions: Educational research with gifted population demands more interventions personalised to the specific characteristics of the students. In addition, there is a need for further research with quasi-experimental designs with this population to identify quality, not generalised, interventions to meet these needs and replace them with individualised adaptations regarding the needs and interests of these students in order to increase their motivation and reduce failure.

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Section: Discussionsupporting

confidence: 82%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Analysing Educational Interventions with Gifted Students. Systematic Review

et al. 2021

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“…Many gifted students do not receive suitable services to meet their learning needs in the regular classroom (Reis, 2007;Yoon, Kim, & Koo, 2020). Previous research also reported that more than 70% of teachers claimed that their brightest students were not challenged or given a chance to further develop in their classrooms (Loveless, Farkas, & Duffett, 2008 2013).…”

Section: Research Backgroundmentioning

confidence: 99%

Promoting Language Enrichment Activities through Social Learning Platform among Malaysian Gifted Students

Zakaria¹,

Bakar²,

Harun³

et al. 2021

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This study covers the need to prepare suitable activities for the language enrichment programme for the gifted students. MOOC as a social learning platform for students at the lower secondary is a new approach for the gifted students as they could enrol and go through them at their own pace. This study discovers whether the gifted students could benefit from the language enrichment programme using this social learning platform. An online questionnaire was distributed to all Foundation 1, 2 and 3 students of Kolej GENIUS Insan who participated in the pilot programme developed by Open Learning Malaysia. The students also wrote their reflection on the use of MOOC in their journal. Their responses were analysed and reported using descriptive statistics and content analysis. Students acknowledged that the activities were interesting and engaging. They could understand the MOOC instructions easily and clearly. Majority enjoyed peer engagement features such as comments and likes. However, the user interface and navigation were considered tough because students were not used to the platform. They also thought the lessons and activities helped them learn English. The findings revealed the potential of social learning platform to offer flexible learning experience. It could also assist the preparation of suitable materials and activities in a language enrichment programme for gifted students. Teaching and learning process could happen anywhere and anytime providing that students are motivated to complete the activities in the courses. For gifted students, this platform offers independent learning and acceleration at their own pace.

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