ABSTRACT
Conceptual change is a multidimensional framework of concern for all students, including those labelled as gifted. While many studies have addressed epistemological and ontological dimensions of conceptual change, affective aspects receive comparatively little attention in educational research (Treagust and Duit, 2008). When it comes to gifted students, interest in learning and pursuing careers in science should be a construct of significant concern; gifted students are among those with the greatest potential to become successful scientists. Unfortunately, efforts to get gifted students interested in science are not integrated into typical classroom environments.
