Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and special interests. If gifted students are to develop their abilities and potential, and learn optimally in a regular classroom, the teaching must be adjusted to meet their special needs. Chemistry high-school curricula have built-in potential to cater to the special needs of gifted students. Chemistry learning entails laboratory work and comprehension of abstract concepts. In the classroom, the interactions between teachers and students are core events that trigger other class events. In the present study the interactions between teachers and gifted students in a regular classroom, which are specific for chemistry teaching, were studied. Two general categories of interactions with gifted students were found to be unique to the chemistry classroom: (1) interactions involving laboratory work and (2) interactions involving the challenge of teaching chemistry content. We found that since gifted students master abstract chemistry concepts quickly and with minimum scaffolding, no interactions regarding this aspect were reported. Gifted students do not need all the instruction time teachers usually devote to explaining abstract concepts in chemistry, concepts that are considered difficult for other students. The present study indicates the essential need of enhancing chemistry teachers’ knowledge regarding teaching gifted students in the chemistry classroom. This includes knowledge about how gifted students learn in general, and its adaptation to the chemistry classroom and the chemistry laboratory according to academic and curricular needs of the gifted students.

中文翻译：

---

在常规的高中化学课堂上化学老师与有才华的学生的互动

常规的高中化学老师将有天赋的学生视为常规（混合能力）教室中几种类型的学生之一。资优学生具有一系列独特的能力，这些能力是他们学习过程的特征：大多数情况下，他们在三个关键学习方面有所不同：学习速度更快，理解深度增加和特殊兴趣。如果有天赋的学生要发展自己的能力和潜力，并在常规教室中获得最佳学习，则必须调整教学以满足他们的特殊需求。化学高中课程具有内置的潜力，可以满足有天赋的学生的特殊需求。化学学习需要实验室工作和对抽象概念的理解。在课堂上，师生之间的互动是触发其他课堂事件的核心事件。在本研究中，研究了常规课堂中教师与资优学生之间的相互作用，这些相互作用是化学教学所特有的。化学课堂上，与资优学生的互动有两大类是独特的：（1）涉及实验室工作的互动和（2）涉及对化学内容教学提出挑战的互动。我们发现，由于资优学生能够以最少的脚手架快速掌握抽象化学概念，因此没有关于这一方面的相互作用的报道。有天赋的学生并不需要所有教师通常用于解释化学中抽象概念的教学时间，这些概念对其他学生而言是困难的。本研究表明，在化学课堂上，加强化学老师对天才学生教学的认识是必不可少的。其中包括有关资优学生的总体学习知识，以及根据资优学生的学术和课程需求而适应化学课堂和化学实验室的知识。