Page 70 - sciencestrategiesforstudent

69 ™LGôŸG áªFÉb

National Science Teachers Association. (2000). NSTA position statement: The nature
of science. Retrieved from http://www.nsta.org/about/positions/natureof-
science.aspx

Neber, H., & Schommer-Aikins, M. (2002). Self-regulated science learning with
highly gifted students: The role of cognitive, motivational, epistemological,
and environmental variables. High Ability Studies, 13(1), 59-74.

Renzulli, J. S., Gubbins, E. J., McMillen, K. S., Eckert, R. D., & Little, C. A. (2009).
Systems and models for developing programs for the gifted and talented (2nd
ed.). Mansfield Center, CT: Creative Learning Press.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic defini-
tions and new directions. Contemporary Educational Psychology, 25, 54-67.
doi:10.1006/ceps.1999.1020

Simonton, D. K. (1999). Talent and its development: An emergenic and epigenetic
model. Psychological Review, 106, 435-457.

Simonton, D. K. (2003). Scientific creativity as constrained stochastic behavior: The
integration of product, person, and process perspectives. Psychological Bul-
letin, 129, 475-494. doi:10.1037/0033-2909.129.4.475

Subotnik, R. F. (2005). Out of school science programs for talented students: A com-
parison. In P. Csermely, T. Korcsmaros, & L. M. Lederman (Eds.), Science
education: Best practices of research training for students under 21 (NATO
Science: Science and Technology Policy, Vol. 47). Amsterdam, Netherlands:
IOS Press.

Subotnik, R. F., Tai, R. H., Rickoff, R., & Almarode, J. (2010). Specialized public high
schools of science, mathematics, and technology and the STEM pipeline: What
do we know now and what will we know in 5 years? Roeper Review, 32, 7-16.
doi:10.1080/02783190903386553

Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., . . . Imbeau,
M. B. (2009). The parallel curriculum: A design to develop learner potential
and challenge advanced learners (2nd ed.). Thousand Oaks, CA: Corwin Press.