This article explores key components of a science program for gifted learners and provides a two year experimental program as a case study to illustrate the implementation of these components. The findings illustrate the efficiency of science content mastery in the context of scientific inquiry, the relative difficulty of demonstrating growth in scientific inquiry per se over a short period of time, and the affective changes that occur in attitudes toward science as a result of such a program. Implications for implementing such programs in local settings are discussed.
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