Abstract
An experimental curriculum using the Renzulli enrichment triad which includes exploratory activities, group processes, and in-depth study was compared with an alternate curriculum using group problem-solving processes in religious education with 25 gifted adolescents over a 12-week period. Criteria were religious and social values, principled morality scores, and religious practices. Reliable differences favoring the experimental curriculum were found for religious values and religious practices; no differences were found for social values and principled morality. Religious values for both groups were significantly greater than social values. High positive correlations between religious values and religious practices suggested that students apparently practice what they profess to believe. Implications were discussed.
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