Affect and Meeting the Needs of the Gifted Chemistry Learner: Providing Intellectual Challenge to Engage Students in Enjoyable Learning - Affective Dimensions in Chemistry Education - page 149

Acknowledgement The ASCEND project was supported by the Gatsby Science Enhancement
Programme, who funded the after-school enrichment programme and published an account of the
project with the full set of teaching materials (Taber, 2007b ). The programme was run as a
partnership between the University of Cambridge Faculty of Education, Chesterton Community
School, St. Bede s Inter-Church School, Netherhall School and Sixth Form College and Parkside

Community College. Fran Riga acted as the research assistant to the project and helped collect and
collate the feedback from delegates.

'

References

Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, Teaching and assessing: A
revision of Bloom ' s taxonomy of educational objectives . New York: Longman.
Arlin, P. K. (1975). Cognitive development in adulthood: A fifth stage? Developmental Psychol-
ogy, 11 (5), 602-606.
Aydin, Y. ¸ ., Uzuntiryaki, E., & Demird¨˘en, B. (2010). Interplay of motivational and cognitive
strategies in predicting self-efficacy and anxiety. Educational Psychology, 31 (1), 55-66.
doi: 10.1080/01443410.2010.518561 .
Bloom, B. S. (1968). The cognitive domain. In L. H. Clark (Ed.), Strategies and tactics in
secondary school teaching: A book of readings (pp. 49-55). London: Macmillan.
Boaler, J., Wiliam, D., & Brown, M. (2000). Students experiences of ability grouping—Disaf-

fection, polarisation and the construction of failure. British Educational Research Journal, 26
(5), 631-648. doi: 10.1080/713651583 .
Carr, M. (1984). Model confusion in chemistry. Research in Science Education, 14 , 97-103.
Cropley, A. J., & Dehn, D. (Eds.). (1996). Fostering the growth of high ability: European
perspectives . Norwood, NJ: Ablex Publishing Corporation.
Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention .
New York: HarperPerennial.
Finster, D. C. (1989). Developmental instruction: Part 1. Perry

'

s model of intellectual develop-

'

ment. Journal of Chemical Education, 66 (8), 659-661.
Finster, D. C. (1991). Developmental instruction: Part 2. Application of Perry s model to general

'

chemistry. Journal of Chemical Education, 68 (9), 752-756.
Gallagher, J., Harradine, C. C., & Coleman, M. R. (1997). Challenge or boredom? Gifted students

'
views on their schooling. Roeper Review, 19 (3), 132-136. doi: 10.1080/02783199709553808 .
Geertz, C. (1973/2000). The impact of the concept of culture on the concept of man. In: The
interpretation of cultures: Selected essays (pp. 33-54). New York: Basic Books.
Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history,
traditions and values . Rotterdam, The Netherlands: Sense Publishers.
Johnson, P. M. (2012). Introducing particle theory. In K. S. Taber (Ed.), Teaching secondary
chemistry (2nd ed., pp. 49-73). Association for Science Education/John Murray.
Johnstone, A. H. (1982). Macro- and microchemistry. School Science Review, 64 (227), 377-379.
Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem.
Journal of Computer Assisted Learning, 7 , 75-83.
Justi, R., & Gilbert, J. K. (2000). History and philosophy of science through models: some
challenges in the case of

the atom . International Journal of Science Education, 22 (9), 993-

' '

1009.
Kanevsky, L., & Keighley, T. (2003). To produce or not to produce? Understanding boredom
and the honor in underachievement. Roeper Review, 26 (1), 20-28. doi: 10.1080/
02783190309554235 .
Keating, D. P., & Stanley, J. C. (1972). Extreme measures for the exceptionally gifted in
mathematics and science. Educational Researcher, 1 (9), 3-7. doi: 10.2307/1174763 .