ABSTRACT
This chapter explores two related themes of particular importance in considering intelligence and the nature of giftedness – creativity and knowledge integration – in the context of teaching and learning science, technology, engineering, agriculture, and mathematics (STEM) subjects. It draws upon ideas about the natures of disciplines, curriculum, and cognition, to consider the potential role of STEM education qua STEM education in supporting the development of gifted learners. A curriculum model incorporating o-STEM provision has the potential to offer learning activities of more obvious relevance to the professional practice of science and technology. It is also possible to collapse timetables across STEM subjects occasionally or to build project-based STEM opportunities within the school year, whilst retaining the separate teaching subjects as the norm. If the boundaries of the disciplines are to some extent historically contingent, it seems that there are domains of knowledge that may have a more definitive biological basis.
