Keith S. Taber is a senior lecturer in science education at the University of Cambridge.

'If you are an educational researcher, or a teacher profoundly interested in developing gifted students, this reasonably priced book may be for you.' - Education in Chemistry'This book is a very rich source of information about the characteristics and learning needs of students who are deemed to be gifted and provides approaches to teaching that may help such pupils develop... The fascinating nature of the topic and the exceptionally well written chapters make it a worthwhile read for all involved in science education' - School Science Review'Science Education for Gifted Learners represents an important contribution to the serious examination of teaching science to gifted learners.' - International Journal of Science Education'The book does and excellent job of exploring the world if science instruction for the gifted. It should prove useful to teachers, administratiors of gifted programmes, and researchers interested in this population' - International Journal of Science Education

• Section 1: Defining Terms 1. What Do We Mean by Gifted, Intelligent or Able in Science? 2. Characteristics of the Gifted and Exceptionally Able 3. Slipping through the Net – Underachievers and Dual Exceptionalities 4. Learning with an Attitude – Working in the Affective Domain 5. Meeting the Needs of the Most Able in Science – Inside, or Out? 6. ‘Levelness’ of the Most Able in Science Section 2: Approaches to Challenging Science Education 7. Challenging Science Learners through Modelling 8. Asking Questions in Science 9. Exploring Contemporary Issues 10. Explaining Science 11. Challenging Science through Dialogue Section 3: Putting the Ideas into Practice 12. Applying the Ideas in Class 13. After-School Enrichment – Schools Working Together to Provide for Able Science Learners Section 4: Reflections 14. Able Pupils Experiencing Challenging Science – What Has the Project Achieved? 15. Reflections from the Post-Compulsory Perspective 16. Meeting the Needs of Learners through Challenging Science Education

Keith S. Taber is a senior lecturer in science education at the University of Cambridge.

'If you are an educational researcher, or a teacher profoundly interested in developing gifted students, this reasonably priced book may be for you.' - Education in Chemistry'This book is a very rich source of information about the characteristics and learning needs of students who are deemed to be gifted and provides approaches to teaching that may help such pupils develop... The fascinating nature of the topic and the exceptionally well written chapters make it a worthwhile read for all involved in science education' - School Science Review'Science Education for Gifted Learners represents an important contribution to the serious examination of teaching science to gifted learners.' - International Journal of Science Education'The book does and excellent job of exploring the world if science instruction for the gifted. It should prove useful to teachers, administratiors of gifted programmes, and researchers interested in this population' - International Journal of Science Education

• Section 1: Defining Terms 1. What Do We Mean by Gifted, Intelligent or Able in Science? 2. Characteristics of the Gifted and Exceptionally Able 3. Slipping through the Net – Underachievers and Dual Exceptionalities 4. Learning with an Attitude – Working in the Affective Domain 5. Meeting the Needs of the Most Able in Science – Inside, or Out? 6. ‘Levelness’ of the Most Able in Science Section 2: Approaches to Challenging Science Education 7. Challenging Science Learners through Modelling 8. Asking Questions in Science 9. Exploring Contemporary Issues 10. Explaining Science 11. Challenging Science through Dialogue Section 3: Putting the Ideas into Practice 12. Applying the Ideas in Class 13. After-School Enrichment – Schools Working Together to Provide for Able Science Learners Section 4: Reflections 14. Able Pupils Experiencing Challenging Science – What Has the Project Achieved? 15. Reflections from the Post-Compulsory Perspective 16. Meeting the Needs of Learners through Challenging Science Education

Keith S. Taber is a senior lecturer in science education at the University of Cambridge.

'If you are an educational researcher, or a teacher profoundly interested in developing gifted students, this reasonably priced book may be for you.' - Education in Chemistry'This book is a very rich source of information about the characteristics and learning needs of students who are deemed to be gifted and provides approaches to teaching that may help such pupils develop... The fascinating nature of the topic and the exceptionally well written chapters make it a worthwhile read for all involved in science education' - School Science Review'Science Education for Gifted Learners represents an important contribution to the serious examination of teaching science to gifted learners.' - International Journal of Science Education'The book does and excellent job of exploring the world if science instruction for the gifted. It should prove useful to teachers, administratiors of gifted programmes, and researchers interested in this population' - International Journal of Science Education

• Section 1: Defining Terms 1. What Do We Mean by Gifted, Intelligent or Able in Science? 2. Characteristics of the Gifted and Exceptionally Able 3. Slipping through the Net – Underachievers and Dual Exceptionalities 4. Learning with an Attitude – Working in the Affective Domain 5. Meeting the Needs of the Most Able in Science – Inside, or Out? 6. ‘Levelness’ of the Most Able in Science Section 2: Approaches to Challenging Science Education 7. Challenging Science Learners through Modelling 8. Asking Questions in Science 9. Exploring Contemporary Issues 10. Explaining Science 11. Challenging Science through Dialogue Section 3: Putting the Ideas into Practice 12. Applying the Ideas in Class 13. After-School Enrichment – Schools Working Together to Provide for Able Science Learners Section 4: Reflections 14. Able Pupils Experiencing Challenging Science – What Has the Project Achieved? 15. Reflections from the Post-Compulsory Perspective 16. Meeting the Needs of Learners through Challenging Science Education