初中生科学天赋鉴别框架的建构

摘要

科学天赋存在于科学领域的智力学业能力与天赋个体的心理社会特征的交叉处。然而，出于鉴别目的，科学天赋的具体特征迄今尚未得到充分研究。本研究旨在填补这一研究空白：建构一个科学天赋框架，并识别出一组独特的科学天赋特征。研究采用质性的扎根德尔菲法（Grounded Delphi Method，GDM），从来自不同学校类型、地理位置与社会经济背景的初中科学教师和天赋教育教师，以及科学教育研究者和天赋／天赋教育研究者处，收集他们对科学天赋的认知。研究由此形成了一个用于鉴别科学天赋的框架及其特征集合，以帮助教育者识别具有科学天赋的学生并为之提供更好的支持。所提出的框架可作为教育者与研究者在初中阶段鉴别科学天赋学生的指南。

Abstract

Science giftedness exists at the intersection of intellectual academic ability in science and psychosocial characteristics of gifted individuals (Feist, 2013). However, the specific characteristics of science giftedness have not been fully investigated for identification purposes. This study seeks to fill this research gap by developing a framework for science giftedness and by identifying a distinct set of characteristics of science giftedness. Perceptions of science giftedness were gathered from middle school science and gifted teachers from a variety of school types, locations, and socioeconomic settings, as well as science education and giftedness/gifted education researchers using a qualitative Grounded Delphi Method (GDM). As a result, a framework and set of characteristics for identifying science giftedness were developed to help educators recognize and better support science gifted students. This proposed framework serves as a guide for educators and researchers in identifying gifted science students during the middle school years.