ABSTRACT
Research in science education suggests that a curriculum based on in-depth understanding of science concepts and "new science" standards that focus on an investigatory rather than the more traditional approach best develops the talents, interests, and motivation to do science in the real world for talented learners. Traditional science curriculum emphasizes knowledge of facts, laws, theories, and application and uses laboratory activities as verification exercises or as secondary applications of concepts previously covered in class. The experimental group enrolled in an interdisciplinary problem-based course called Science, Society, and the Future (SSF). A number of empirical studies have demonstrated academic and motivational benefits as a result of involvement by gifted secondary students in inquiry-driven, realistic science programs. The context of a working laboratory provides opportunity to practice technical skills and to develop conceptual tools.
