Keith S. Taber is Professor of Science Education at the University of Cambridge, UK.Manabu Sumida is Professor of Science Education at the Ehime University in Japan.

• Editors’ preface: Keith S Taber & Manabu Sumida About the contributors Chapter 1: Giftedness, Intelligence, Creativity and the Construction of Knowledge in the Science Classroom Keith S. Taber Chapter 2: Creativity and Science Education for the Gifted: Insights from Psychology Paromita Roy Chapter 3: Depth and Complexity: A model to differentiate science for gifted students Sandra Kaplan & Jessica Manzone Chapter 4: Engagement in Theoretical Modeling in Research Apprenticeships for Capable High School Students Elon Langbeheim & Samuel Safran Chapter 5: "Excuse Me Teacher, But You Made a Mistake...": Interactions between science teachers and gifted students in a regular classroom Naama. Benny & Ron Blonder Chapter 6: Developing Blended Knowledge in Science Using the Enrichment Triad: Practical applications of an inquiry-based learning model Nancy Heilbronner & Joseph S. Renzulli Chapter 7: Engaging Learners in the Analysis of Scientific Literature: A practical strategy for enhancing gifted students' interest in science William L. Romine & Troy D. Sadler Chapter 8: The Nature of Science and the Teaching of Gifted Learners Keith S. Taber Chapter 9: Gifted Females in Science Sezen Camcı Erdoğan & Fran Riga Chapter 10: Scientific Giftedness in Japanese Society Manabu Sumida Chapter 11: Creating a Space and Place for Diverse Learners in Multifarious Contexts Niamh Stack, Margaret Sutherland, Thomas Aneurin Smith & Frida Tungaraza Chapter 12: Extending the Gifted Science Student: What the teacher needs to do during inquiry learning Gillian Kidman Chapter 13: The U.S. Science Olympiad Experience: Interplay between competition and cooperation Lucy Kulbago, Bridget K. Mulvey, & Aziz Alamri Chapter 14: The Experiences of Scholarship Students: Perceptions of New Zealand physical science scholarship holders Jenny Horsley& Azra Moeed Chapter 15: Neuroscience Research on Science-Talented Learners Ching-chih Kuo, Ching-Po Lin & Hsiao-Lan Sharon Wang Chapter 16: Meeting the Needs of Twice-Exceptional Children in the Science Classroom Manabu Sumida

Keith S. Taber is Professor of Science Education at the University of Cambridge, UK.Manabu Sumida is Professor of Science Education at the Ehime University in Japan.

• Editors’ preface: Keith S Taber & Manabu Sumida About the contributors Chapter 1: Giftedness, Intelligence, Creativity and the Construction of Knowledge in the Science Classroom Keith S. Taber Chapter 2: Creativity and Science Education for the Gifted: Insights from Psychology Paromita Roy Chapter 3: Depth and Complexity: A model to differentiate science for gifted students Sandra Kaplan & Jessica Manzone Chapter 4: Engagement in Theoretical Modeling in Research Apprenticeships for Capable High School Students Elon Langbeheim & Samuel Safran Chapter 5: "Excuse Me Teacher, But You Made a Mistake...": Interactions between science teachers and gifted students in a regular classroom Naama. Benny & Ron Blonder Chapter 6: Developing Blended Knowledge in Science Using the Enrichment Triad: Practical applications of an inquiry-based learning model Nancy Heilbronner & Joseph S. Renzulli Chapter 7: Engaging Learners in the Analysis of Scientific Literature: A practical strategy for enhancing gifted students' interest in science William L. Romine & Troy D. Sadler Chapter 8: The Nature of Science and the Teaching of Gifted Learners Keith S. Taber Chapter 9: Gifted Females in Science Sezen Camcı Erdoğan & Fran Riga Chapter 10: Scientific Giftedness in Japanese Society Manabu Sumida Chapter 11: Creating a Space and Place for Diverse Learners in Multifarious Contexts Niamh Stack, Margaret Sutherland, Thomas Aneurin Smith & Frida Tungaraza Chapter 12: Extending the Gifted Science Student: What the teacher needs to do during inquiry learning Gillian Kidman Chapter 13: The U.S. Science Olympiad Experience: Interplay between competition and cooperation Lucy Kulbago, Bridget K. Mulvey, & Aziz Alamri Chapter 14: The Experiences of Scholarship Students: Perceptions of New Zealand physical science scholarship holders Jenny Horsley& Azra Moeed Chapter 15: Neuroscience Research on Science-Talented Learners Ching-chih Kuo, Ching-Po Lin & Hsiao-Lan Sharon Wang Chapter 16: Meeting the Needs of Twice-Exceptional Children in the Science Classroom Manabu Sumida

Keith S. Taber is Professor of Science Education at the University of Cambridge, UK.Manabu Sumida is Professor of Science Education at the Ehime University in Japan.

• Editors’ preface: Keith S Taber & Manabu Sumida About the contributors Chapter 1: Giftedness, Intelligence, Creativity and the Construction of Knowledge in the Science Classroom Keith S. Taber Chapter 2: Creativity and Science Education for the Gifted: Insights from Psychology Paromita Roy Chapter 3: Depth and Complexity: A model to differentiate science for gifted students Sandra Kaplan & Jessica Manzone Chapter 4: Engagement in Theoretical Modeling in Research Apprenticeships for Capable High School Students Elon Langbeheim & Samuel Safran Chapter 5: "Excuse Me Teacher, But You Made a Mistake...": Interactions between science teachers and gifted students in a regular classroom Naama. Benny & Ron Blonder Chapter 6: Developing Blended Knowledge in Science Using the Enrichment Triad: Practical applications of an inquiry-based learning model Nancy Heilbronner & Joseph S. Renzulli Chapter 7: Engaging Learners in the Analysis of Scientific Literature: A practical strategy for enhancing gifted students' interest in science William L. Romine & Troy D. Sadler Chapter 8: The Nature of Science and the Teaching of Gifted Learners Keith S. Taber Chapter 9: Gifted Females in Science Sezen Camcı Erdoğan & Fran Riga Chapter 10: Scientific Giftedness in Japanese Society Manabu Sumida Chapter 11: Creating a Space and Place for Diverse Learners in Multifarious Contexts Niamh Stack, Margaret Sutherland, Thomas Aneurin Smith & Frida Tungaraza Chapter 12: Extending the Gifted Science Student: What the teacher needs to do during inquiry learning Gillian Kidman Chapter 13: The U.S. Science Olympiad Experience: Interplay between competition and cooperation Lucy Kulbago, Bridget K. Mulvey, & Aziz Alamri Chapter 14: The Experiences of Scholarship Students: Perceptions of New Zealand physical science scholarship holders Jenny Horsley& Azra Moeed Chapter 15: Neuroscience Research on Science-Talented Learners Ching-chih Kuo, Ching-Po Lin & Hsiao-Lan Sharon Wang Chapter 16: Meeting the Needs of Twice-Exceptional Children in the Science Classroom Manabu Sumida