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A national study of scientific talent development in Singapore.

机译：新加坡科学人才发展的国家研究。

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摘要

Three cohorts comprising a total of 155 gifted science students who had participated in a research mentorship program, the Science Research Program (SRP) in Singapore, were surveyed in this cross-sectional study. Adapting Gagne's (2003, 2004) Differentiated Model of Giftedness and Talent (DMGT) as a conceptual framework, this study examined the intrapersonal and environmental catalysts that students perceived to have contributed to their talent development in the sciences. It also sought to evaluate the impact of the SRP on the students, and the extent to which it reinforced their passion for the sciences, and decision to pursue careers in science and/or research.; Respondents attributed the biggest role to the 'self' in their talent development journey. They perceived that various intrapersonal qualities they had---sense of curiosity, passion for the subject as well as persistence---were most important in nurturing and sustaining their interest and engagement in science. The external catalysts of teachers and the school appeared to have played a bigger role than parents and the home in respondents' perceptions of the influences on their scientific talent development process. Qualitative descriptions of inspiring and memorable teachers were consistent with qualities of effective teachers in the literature.; Findings also showed that students felt the SRP had been very effective in enhancing their scientific knowledge and skills, but that it was less impactful in shaping their future course and career decisions. Indeed, except for a handful who reported that the SRP actually helped them discover that science was not really their passion, the majority plan to pursue careers in science, both in research and in applied fields, aspirations they have had since childhood. There appeared to be little attrition of this group from the science pipeline although there are some indications that more might need to be done to attract more gifted females to the field and to help them remain in the field.; Based on the findings, suggestions for future research directions are offered. Recommendations for practice and policy are also discussed.
机译：在此横断面研究中，调查了三个队列，包括总共155名天才理科学生，他们参加了新加坡的科学研究计划（SRP）的研究指导计划。本研究以加涅（2003，2004）的天赋与才能差异化模型（DMGT）为概念框架，研究了学生认为对他们在科学方面的才能发展做出贡献的人际和环境催化剂。它还试图评估SRP对学生的影响，以及它在多大程度上增强了他们对科学的热情，并决定从事科学和/或研究职业。受访者将最大的作用归因于人才发展过程中的“自我”。他们认为，他们具有的各种人际交往特质-好奇心，对主题的热情以及执着-对培养和维持他们对科学的兴趣和参与最为重要。在受访者对科学人才发展过程的影响的认识中，教师和学校的外部催化剂似乎比父母和家庭发挥了更大的作用。对具有启发性和令人难忘的教师的定性描述与文学中有效教师的素质是一致的。调查结果还表明，学生认为SRP在增强科学知识和技能方面非常有效，但是在塑造他们未来的课程和职业决策时影响较小。的确，除了少数报告称SRP实际上帮助他们发现科学并不是他们真正的热情的人之外，大多数人都计划追求他们从童年以来一直在研究和应用领域从事科学事业的愿望。尽管有迹象表明可能需要做更多的工作才能吸引更多有天赋的女性进入田野并帮助他们留在田野中，但从科学渠道来看，这一群体的损耗似乎很小。基于这些发现，提供了未来研究方向的建议。还讨论了有关实践和政策的建议。

著录项

  • 作者

    Quek, Chwee Geok.;

  • 作者单位

    The College of William and Mary.;

  • 授予单位 The College of William and Mary.;
  • 学科 Education Special.; Education Secondary.; Education Sciences.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 295 p.
  • 总页数 295
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 特殊教育;中等教育;自然科学教育与普及;
  • 关键词

  • 入库时间 2022-08-17 11:41:34

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