ABSTRACT
Gifted learners need opportunities for authentic learning experiences, including mentorships, research internships, and in-depth studies in areas of intense personal interest. The research process presents an open-ended, inquiry-based approach to learning that, if facilitated well, can lead to numerous positive student learning outcomes. Students engaged in authentic, interest-based, relevant projects are more eager to learn and are more capable of directing their own learning. Increasing student motivation raises the ceiling for what gifted learners can accomplish. In allowing choice when facilitating the development of research skills, teachers of the gifted simultaneously amplify both the level of interest and the level of motivation. The Autonomous Learner Model firmly establishes the important role of research in creating lifelong learners. The Self-Directed Learning Model provides a scaffolded approach to increasing the autonomy and independent learning skills of students. Most problems and phenomena can be better understood using any of the three major models: historical research, descriptive research, or experimental research.
