Thirty-four authors have joined to produce this book. Among them are natural and physical scientists, psychologists, historians, writers, scholars of curriculum and instruction, teacher educators, and teachers of the young. The contributors probe many methodologies including the place of unified concepts and processes; the interaction of the certainties of problem doing with the uncertainties of problem-solving; the hands-on approaches coupled with the brains-on ones, as well as the much needed hands-off ones. Thus, the tools of the student are strengthened with the hard-won tools of the scientist. The heart of this book opens a variety of opportunities to all who wish to help others press on with the arts of scientific investigation. Major areas of study include: how science for the gifted should be taught for the future; the purpose and principles of teaching the gifted in science; basis for planning curriculum and instruction; and personal reflections on teaching the gifted. The bibliography is structured into four parts: (1) general works (early and current studies); (2) traits of gifted individuals; (3) programs (strategies, tactics, and needed research); and (4) journals and publications of selected associations. (MVL)