The answer is obvious -- yes.

However, there are many barriers and caveats to realize this educational vision. Among them can be resistance from students if they are more accustomed to (and comfortable with) teacher-directed learning and rote learning. Another caveat is that researching and seeking for answers can end up as mindless copying from the internet and repeating other peoples' opinions.

So, a careful planning of the teaching-learning activities and a suitable monitoring system would be very much desirable.  

Dear Basema.

I cannot but agree with your wise idea that if we want to develop talented students, we should give them the opportunity to research for topics and answers other than making them focus on repeated readings and tests by a limited ready made curriculum. Like Larisa, this seems relatively obvious to my understanding.

In what follows I elaborate a bit on what would/would not be, say, a talented-oriented education, that is, an education aimed at giving rise to innovators, creators, and innovators, not to conformist students. For a talented-oriented education to be the case, students should have authoritative, not authoritarian or permissive teachers. 

An authoritarian-oriented education is at odds with a talented-oriented education because its main goal is to transmit to students established or ready-made truths or truths imposed on them from outside. Authoritarian teachers tend to appeal either to the traditional or conservative teaching methods whose main goal is that students memorize, rather than understand, reinvent or reconstruct what is taught to them. Permissive teachers -- or teachers guided by the slogan laissez faire, laissez passer laissez aller (let it go) -- do not foster either the appearance of students who want to be researchers, inventors, talented, and looking for the unknown. Suffice it to say that permissive teachers do not worry about what their students should learn, understand and even memorize. In this type of teaching students are left, say, at complete darkness regarding what they have to learn and value and how to achieve it. There is amassing evidence that shows that a permissiveness-oriented education has more detrimental effects on students' learning, education, and development than its authoritarian counterpart. Thus, a permissiveness-oriented teaching is worse than an authoritarian-oriented teaching. In contradistinction, authoritative teachers are in a good position to have talented and brilliant  students. This is so, because authoritative teachers tend to appeal to the active methods while teaching. When this is the case, teachers are more mentors and organizers of learning experiences and situations than mere transmitters of accumulated knowledge. In addition, students learn now to raise questions, even "irritating" questions and doubts (see, for this, respect C.S. Pierce's thinking on the irritation of doubt), not simply to memorize indisputable answers provided by their teachers or existent books. Irritating questions and doubts are those questions whose response lead us to a better knowledge of the unknown. Needless to say, to know what is not yet known is the main goal of researchers.

All of this speaks in favor of your question and idea that if we want to develop  talented  students, we should give them the opportunity to research for topics and answers other than making them focus on repeated readings and tests by a limited ready made curriculum.

To implement a talented education is not an easy task, namely when it is based on research. So, to implement it we have to go through a demanding track, not through a shortcut. This reminds me of Alexander the Great, king of Macedonia, and his tutor, the Greek mathematician Menaechmus. It is alleged that once Alexander asked his tutor to teach him a shortcut to master of geometry. "Oh king! -- Menaechums replied -- To travel through your country there are royal roads and roads  for ordinary people. To mastery of geometry there is only one road and  this difficult road is the  same for all"

Best regards, Orlando

Dear Larisa, thank you for your answer and yes you are right ,there are many barriers and caveats to realize this educational vision, and we need a careful plan that can help us and not drawn us. I appreciate that. 

Dear Orlando , Can i say (wooooow) to what  your answer made me feel ? You really opened a wider road in front of me  and you gave me a great opportunity to go deeper and dig more in this topic. I am really in need for such thoughts and descriptive answers that introduces me to brilliant ideas and organized thinking.

Thank you again .

Dear Basema,

I was more than happy to know that you liked my answer to your question. In generally, good questions are more likely to lead to good answers. More to the point, science generally advances by exchanging perspectives and viewpoints. Note also that the more an individual is capable of coordinating social perspectives and physical dimensions the more s/he is advanced in social and cognitive development, just to cite two examples. Jean Piaget's theory of cognitive development, Lawrence Kohlberg's theory of moral development and Robert Selman's theory of interpersonal understanding greatly testify on the idea that psychological development, be it cognitive, moral, or interpersonal, is but a successive differentiation and integration of perspectives. This is also means that if we want to develop  talented students, we should give them the opportunity to exchange perspectives and viewpoints not only with adults such as their teachers and also with their peers. There are some theorists, Lev Vygotsky, for example,  who stress the role of adults' in children development and education. In contradistinction, Piaget valued more interactions between peers -- horizontal social relationships -- than interactions between children and adults --  vertical social relationships. Suffice it to say that the former give rise to a heteronomous morality, a morality guided by the ideas of fear, constraint, and unilateral respect, whereas the latter give rise to an autonomous morality, a morality based on the ideas of equality, cooperation, and mutual respect. Of course a talented-oriented education aims at generating morally autonomous students, not  morally heteronomous students.

Best regards, Orlando

If the aim of researching is to read more another fields of knowledge and explore new information, I think it will be good for them since they are talented as you mentioned and not ordinary level student. 

It is a good idea to give research based education to talented students. However, it would depend on the year of children or students to some extent. Some much talented children and studends of young ages would find research type topics by themselves, and it would be important for teachers to encourage their own study in that method.

Do you agree that talented education should be based more on researching ?

Yes agreed on the abovementioned.  Finding "brick & mortar" approach i.e. traditional learning (reading & test etc.) still relevant.  But for talented students, empowered learning should be provided including train them the skill to conduct research, provide a conducive learning / R&D environment, mold them how to become resourceful & self-starter initiative etc. can motivate them further for continuous research & learning for knowledge contribution.

I am pleased with your answer Orlando again , and as you did before you opened new windows to look at this topic from different dimensions  .Thank you 

Dear Liqaa, thank you for your answer and yes its to give those talented the opportunity to explore and search , and as they are talented they may surprise us with new ideas and discoveries that most of us couldn't see before.

Dear Tatsu, i agree with you that some talented students can find their own research topics if they are given the right tools and directed through a talented curriculum or instructions.

Dear Han , even the talented students, as you mentioned, need training and some instructions to move through researching and benefit out of it  , and this depends on the instructions or the method of teaching and how they are served in schools. 

Dear Basema

Student needs to learn the basics of science and training to practice these basics in the real life, then we need to teach the students how to get the knowledge by search in the scientific information resources, and we need to encourage students to perform experimental research and survey studies to contribute to the creation and innovations which belong to the scientific achievments.

We can not build talented students by repeated reading and saving the knowledge in the mind and remember it without practice and connect the various scientific facts to get a good understanding in a certain scientific field.

Good Luck

Dear Basema, 

I fully agree with you.

We should spend more time on research and encourage students to follow the same.  

It is possible if we can concentrate at the pre-University level where students start thinking of research. If students engage in research and find answers for the question through research at least once, they may follow the same throughout later in their life. 

Dear Khalid , yes , this is how we wish our future talented students learn  and i think it will be a good ,faster and easier way to identify them. Thank you

How to teach gifted students?

These are "Practical Recommendations and Interventions: Gifted Students" posted by University of Delaware:

https://www.education.udel.edu/wp-content/uploads/2013/01/GiftedStudents.pdf

Dear Michal , this is very helpful really . Thank you again for your support.