ERIC Number: EJ1182227
Record Type: Journal
Publication Date: 2018-Mar
Saving the Planet, Stretching Their Skills: Using Environmental Science Investigations to Challenge Gifted Children
Schroth, Stephen T.
Parenting for High Potential, v7 n1 p4, 7-8 Mar 2018
Gifted children are often highly sensitive to their surroundings and are able to readily identify potential solutions to challenges that imperil the environment in which they live. Many gifted children are strong advocates of sustainable living, caring deeply about the world around them and its health in the future. For this reason, parents and families interested in helping their gifted children fully develop their talents would do well to support guided investigations into the environment and sustainability. Environmental science represents an interdisciplinary academic field that integrates physical, biological, and information technology sciences to the study of the environment and the development of potential solutions to problems facing the local, national, or global community. A variety of organizations, associations, museums, and other groups provide programs that are ideal for a gifted child interested in the environment. In addition, a plethora of print and electronic resources make it easy for parents to create such programming at home. Examinations of real-life problems in the gifted children's surroundings often provide an ideal way to expose them to environmental science and the many ways this discipline seeks to foster solutions to conundrums facing individuals, industries, and communities.
Descriptors: Academically Gifted, Environmental Education, Sustainability, Teaching Methods, Relevance (Education), Social Problems, Student Interests, Student Participation
National Association for Gifted Children. 1331 H Street NW Suite 1001, Washington, DC 20005. Tel: 202-785-4268; Fax: 202-785-4248; e-mail: firstname.lastname@example.org; Web site: http://www.nagc.org/php.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A