ABSTRACT
Programs intended as long-term, self-sufficient models for meeting the needs of gifted and talented students, like other educational ventures, ought to be based on solid theoretical foundations and supported by empirical evidence. Teachers in science courses are encouraged to employ problem- or project-based approaches to add context to the material when possible. The remainder of this chapter provides a specific advocacy for a robust talent development approach to learning design aimed at building both interest and capacity in the domain of science. The National Academy of Sciences, together with other agencies, has reported problems in the system of science talent development in the United States. Build opportunities for students to engage in the practice of science, actually doing science in the form of active inquiry and experimentation. Commitment to learning and implementing the skills and practices of a given discipline are critical, particularly for advanced students.
