Journal of Gifted/Talented Education (영재교육연구)

The Korean Society for the Gifted (한국영재학회)
권호 표지

Using the Purdue Three-Stage Model to Develop Talent in the Science and Technology

  • Moon, Sidney M.
  • Published : 2004.09.01
Download PDF
⟨ Previous Next ⟩

Abstract

This paper reports on current work using the Purdue Three-Stage Model to create enrichment classes in science, technology, engineering, and mathematics (the STEM disciplines). First, the history of the Purdue Three-Stage Model and general principles of curriculum and instruction for gifted and talented learners in math/science are reviewed. Then a detailed description of the Model is presented. Following the general description, five specific teacher applications of the Model are presented and compared with respect to the STEM disciplines and developmental levels addressed, and the relative emphasis of each unit on the different stages of the Model. Finally, the advantages of the Model as a framework for curriculum development in science, technology, engineering, and mathematics classes for talented youth are discussed.

Keywords

References

  1. Assouline, S., & Lupkowski-Shoplik, A. (2003). Developing mathematical talent: A guide for challenging and educating gifted students. Waco, TX: Prufrock
  2. Bangel, N., & Moon, S. M. (Eds). (2004). A Teacher's Guide to the Purdue Three-Stage Model. Indianapolis, IN: Indiana Department of Education
  3. Benbow, C. P., Perkins, S., & Stanley, J. C. (1983). Mathematics taught at a fast pace: A longitudinal evaluation of SMPY's first class. In C. P. Benbow & J. C. Stanley (Eds.), Academic precocity: Aspects of its development (pp.51-78). Baltimore: Johns Hopkins University Press
  4. Benbow, C. P., & Stanley, J. C. (Eds). (1983). Academic precocity: Aspects of its development. Baltimore: Johns Hopkins University Press
  5. Chamberlin, S., & Moon, S. M. (2004). Analysis of interest during and after Model Eliciting Activities: A comparison of gifted and general population students. Unpublished manuscript.
  6. Feldhusen, J. F. (1980), The three-stage model of course design. Englewood Cliffs, Nj: Educational Technology Publications
  7. Feldhusen, J. F., & Kolloff, M. B. (1978, Sept/Oct). A three-stage model for gifted education. Gifted Child Today, 1, 39-50
  8. Feldhusen, J. F., Kolloff, M. B., Cole, S., & Moon, S. M. (1988). A three-stage model for gifted education: 1988 update. Gifted Child Today, 11(1), 63-67
  9. Feldhusen, J. F., & Kolloff, P. B. (1986). The Purdue Three-Stage Enrichment Model at the Elementary Level. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 153-179). Mansfield Center, CT: Creative Learning Press
  10. Feldhusen, J. F., & Treffinger, D. J. (1985). Creative thinking and problem solving in gifted education. Dubuque, IA: Kendall Hunt
  11. Gallagher, S. A. (1997). Problem-based learning: Where did it come from, what does it do, and where is it going. Journal for the Education of the Gifted, 20(4), 332-362 https://doi.org/10.1177/016235329702000402
  12. Getzels, J. W., & Csikszentmihalyi, M. (1967). Scientific creativity. Science Journal, 3(9), 80-84.
  13. Hansen, J. B., & Feldhusen, J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38(3), 115-121 https://doi.org/10.1177/001698629403800304
  14. Hersberger, J. R. (1994). Computers and the mathematically gifted: Facilitating the development of higher level thinking. In J. B. Hansen & S. M. Hoover(Eds.), Talent development theories and practice (pp. 131-142). Dubuque, IA: Kendall/Hunt
  15. Kolloff, M. B., & Feldhusen, J. F. (1981, May/June). PACE (Program for Academic and Creative Enrichment): An application of the three-stage model. Gifted Child Today, 5, 47-50
  16. Kolloff, P. B., & Feldhusen, J. F. (1984). The effects of enrichment on self-concept and creative thinking. Gifted Child Quarterly, 28(2), 53-57 https://doi.org/10.1177/001698628402800202
  17. Lesh, R., & Doerr, H. (2003). Beyond constructivism: A models and modeling perspective on mathematics problem solving, learning, and teaching. Hillsdale, Nj: Lawrence Earlbaum Associates
  18. Lesh, R., Hoover, M., Kelly, A., & Post, T. (2000). Principles for developing thought-revealing activities for students and teachers. In A. Kelly & R. Lesh (Eds.), The handbook of research design in mathematics and science education (pp. 591-646). Hillsdale, Nj: Lawrence Earlbuam and Associates
  19. Moon, S. M. (1993). Using the Purdue Three-Stage Model: Developing talent at the secondary level. The Journal of Secondary Gifted Education, 5(2), 31-35
  20. Moon, S. M. (2003a). Developing personal talent. In F. J. Monks & H. Wagner (Eds.), Development of human potential: Investment into our future. Proceedings of the 8th Conference of the European Council for High Ability (ECHA). Rhodes, October 9-13, 2002 (pp. 11-21). Bad Honnef, Germany: K.H. Bock
  21. Moon, S. M. (2003b). Personal Talent. High Ability Studies, 14(1), 5-21 https://doi.org/10.1080/13598130304095
  22. Moon, S. M., Feldhusen, J. F., & Dillon, D. R (1994). Long-term effects of an enrichment program based on the Purdue Three-Stage Model. Gifted Child Quarterly, 38(1), 38-48 https://doi.org/10.1177/001698629403800106
  23. Moon, S. M., Feldhusen, J. F., Powley, S., Nidiffer, L., & Whitman, M. (1993). Secondary applications of the Purdue Three-Stage Model. Gifted Child Today, 16(3), 2-9
  24. Nidiffer, L. G., & Moon, S. M. (1994). Middle school seminars. Gifted Child Today, 17(2), 24-27, 39-41
  25. Powley, S. A., & Moon, S. M. (1993). Secondary English theme units: A pragmatic approach. Gifted Child Today, 16(4), 52-61
  26. Reger, B. (2004). Textbooks for regular science students are not satisfactory for gifted students. Unpublished manuscript
  27. Renzulli, J. S. (1977). The Enrichment Triad Model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press
  28. Renzulli, J. S., & Reis, S. M. (1986). The enrichment revolving door model: A schoolwide plan for the development of creative productivity. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (pp. 216-266). Mansfield Center, CT: Creative Learning Press
  29. Rovira, N. D. (2004). Advanced Chemistry 4th to 6th. In N. Bangel & S. M. Moon (Eds.) , A teacher's guide to the Purdue Three-Stage Model. Indianapolis:IN
  30. Schiever, S. W. (1990). A comprehensive approach to teaching thinking. Boston: Allyn and Bacon
  31. Schiever, S. W., & Maker, C. J. (2003). New directions in enrichment and acceleration. In N. Colangelo & G. A. Davis (Eds.), Handbook on gifted education (pp. 163-173). Boston: Allyn and Bacon
  32. Schlee, B. (2004). Forensic Science. In N. Bangel & S. M. Moon (Eds.), A Teacher's Guide to the Purdue Three-Stage Model. Indianapolis, IN: Indiana Department of Education
  33. Sher, B. T. (2003). Adapting Science curricula for high-ability learners. In J. VanTassel-Baska & C. A. Little (Eds.), Content-based curriculum (pp. 191-218). Waco, TX: Prufrock
  34. Stanley, J. C. (1996). In the Beginning: The Study of Mathematically Precocious Youth. In C. P. Benbow & D. Lubinski (Eds.) , Intellectual Talent: Psychometric and Social Issues (pp. 225-235). Baltimore: Johns Hopkins
  35. Van Tassel-Baska, J., & Little, C. A. (Eds.). (2003). Content-based curriculum for high-ability learners. Waco, TX: Prufrock Press
  36. VanTassel-Baska, J. (1994). Comprehensive Curriculum for Gifted Learners (2nd ed. ed.). Boston: Allyn and Bacon
  37. VanTassel-Baska, J. (1998). Comprehensive Curriculum for Gifted Learners (2nd ed. ed.). Boston: Allyn and Bacon
  38. Wheatley, G. H. (1994). Talent development theory and practice. In J. B. Hansen& S. M. Hoover (Eds.) , Talent development theories and practice (pp. 143-152). Dubuque, IA: Kendall/Hunt
  39. Whitman, M. W., & Moon, S. M. (1993). Bridge Building: Conducting scientific research redefines the roles of teacher and student. Gifted Child Today, 16(5), 47-50
  40. Woermbke, M. B. (2004). Mathematics. In N. Bangel & S. M. Moon (Eds.), A teacher's guide to the Purdue Three-Stage Model. Indianapolis, IN: Indiana Department of Education
  41. Wood, B. K., & Moon, S. M. (2004). A follow-up study of students eligible for a gifted math program. Unpublished manuscript