The JCU program provides an enriched learning environment for talented pre-university science students through collaboration between Utrecht University and 28 secondary schools. The program includes a student program, teacher professional development program, and school development program. Research found that the JCU environment empowered students by making them feel competent, that their work had meaning, and that they could have impact. Characteristics like an excellent atmosphere, enrichment, and accelerated pacing contributed most to empowerment. Students appreciated the challenges but suggested more freedom and choice. The program was adapted to better balance acceleration and enrichment based on these findings.

1. Empowerment and learning results with
talented pre-university science students in
an enriched learning environment
Ton van der Valk & Albert Pilot
E-mail to a.e.vandervalk@uu.nl
21st Symposium on Chemistry and Science Education,
Dortmund, May 17 – 19, 2012

2. Main points
• JCU students programme: a working place for
improvement of upper secondary science
education
• Research project: characteristics of a learning
environment adapted to talented students
• Consequence: towards differentiated lessons
in secondary schools: the JCU teacher
professionalisation programme

3. JCU: three programmes
• Cooperation:
– Utrecht University
– 28 schools from Utrecht region
• Three programmes
– Students programme (since 2004)
– Teachers programme (since 2005)
– Programme for school development (since 2011): U-
Talent
• Financed by
– The partner schools
– Utrecht University
– Governmental organisations

4. JCU student programme
• 2 years of ‘enriched’ science education
• 100 grade 11- and 12-students from partner schools
• Lessons on Monday and Tuesday
• By university and secondary school teachers
• Math, physics, chemistry, biology, NLT
• JCU characteristics
Student results
• 6 cohorts (260 students) have passed national
examinations since 2004
• >80% opt for science study
• 40% opt for Utrecht University

5. Selection of JCU
students
Selection in three steps
• Self-selection
• Selection by their home schools
• Selection by JCU (motivation letter;
interview)
Criteria:
– Motivated for science
– High grades in all subjects
– Have room for ‘enrichment’
– Capable of independent learning

6. The issue: empowering
talented students
• Talented secondary students should be
empowered by science education
• Regular education does not offer them
enough challenge
• Tailor learning environment to talented
science students
Which specific characteristics of an enriched
learning environment contribute to
empowerment of talented science students?

7. Theoretical framework: LEAT
characteristics
Characteristics of Learning Environment Adapted to
Talented students (LEAT):
– School culture of excellence
– Teaching approach geared to talented students
– Talented students meet talented students
– Compact curriculum; accelerated pace
– Enrichment: topics beyond syllabuses
– Open assignments and investigations
Heller e.a. (2002) Internat. Handbook of Giftedness an Talent

8. Theoretical framework:
empowerment
• Empowerment: students feel challenged and
competent to accomplish their tasks and feel
their effort really matters
• Three dimensions:
– Meaningfulness
– Competence
– Impact
(Frymier et al. 1996; Thomas and Velthouse 1990)

9. Research design
Quantitative:
• Student empowerment + dimensions
• Students’ perception of the effect of the
characteristics on empowerment
Qualitative:
• Students’ views on (dis)advantages JCU

10. Research methods
• Learner empowerment measure (n=75)
– Digital questionnaire (26 items; alpha .86)
based on Frymier e.a. 1996
• Effect of curriculum characteristics (n=75)
– Digital questionnaire relating 3 dimensions to 6
characteristics (18 items; alpha .90)
• Interpretation with qualitative data (n=97)
– Q: (dis)advantages in participating in JCU?

11. Results 1 Empowerment
Mean scores ± s.d. (n = 75)
empowerment 3.85 ± .40
competence 3.91 ± .62
meaningfulness 3.88 ± .51
impact 3.70 ± .51
• No significant differences between grade 11 and 12
• Competence: girls< boys
• But no significant differences in marks boys and girls
JCU students felt empowered in all 3 dimensions
 girls felt less empowered in competence, but were not less
competent

12. Results 2: effects characteristics
on empowerment
Effect of characteristics on
empowerment
3. JCU atmosphere 4.05*
4. Enrichment
5. Teaching approach
6. Research orientation
7. Talent meet talent
8. Accelerated 3.46*
Combined characteristics have lower effect on
Impact dimension of empowerment

13. Interpretation using
qualitative data - 1
• Accelerated curriculum
• Talent meets talent
+ Students appreciate acceleration and meeting
talented peers
– But the pace and expectations are (too) high
– New working attitude and habits have to be
developed

14. Interpretation using
qualitative data - 2
• Research oriented
• Teaching approach
• Enrichment
+ Students appreciate these characteristics
+ Students experience freedom, challenge, respect for
their contributions in and out classes
- But ask for more freedom for making choices, making
more contributions
• JCU atmosphere
Very positive inside and outside the classroom

15. Conclusion
Students feel empowered by the JCU
setting as a whole. All characteristics
add to empowerment, but the Impact
dimension can be reinforced.
 Even a selected group of gifted students
needs differentiated learning
environment

16. Add a characteristic
A seventh LEAT characteristic has to be
added:
• possibilities for choices and student
contributions

17. Adaptations in the JCU-
curriculum since 2008
• Better balance between acceleration and
enrichment
• Students can choose between
enrichment modules
• Introduction of a differentiation period in
the time schedule
• See: optional assignments on
www.betadifferentiatie.nl

18. The JCU teacher
Programme
Three step development and dissemination model
• JCU has developed 15 enrichment modules; taught in
JCU by university teachers
• Teachers from partner schools have tested the modules
in their regular classes  adaptation
• Certification for a new science subject: NLT  nation-
wide available
• 2 modules have been translated:
– The Dynamic Earth
– The Molecules of Life
Downloadable: www.uu.nl/jcu --> english

19. Since 2011: JCU school
development programme
• Ministry of Education policy: promote ‘science
excellence’ in secondary schools
• 2011/12: pilot project
• 2012/16: U-Talent: talent development
programmes in 25 JCU partner schools, aiming
at differentiation within schools
– U-Talent programmes grade 7 – 12
– Including student activities in university
– A student U-Talent certificate enabling entrance to honours
programmes in university
– Teacher professionalisation course ‘promoting excellence’

20. Implications for science education
research & development
• How can ‘science excellent’ programmes in
JCU-schools meet the seven ‘LEAT
characteristics’?
• How can these programmes contribute to an
overall change in learning atmosphere in the
schools?
• Implementation of differentiated lessons
nationwide?
• Will this result in improvement of students
results (e.g. PISA scores; more science
students)?

21. Thank you for your attention
QUESTIONS?