To test the efficacy of inquiry development materials with the gifted, six 7th-graders with IQ's in the top 3% participated in an inquiry science class with specially selected materials twice a week for 40 minutes over 6 months; six children with like IQ's worked on science activities in another room. Pre- and posttests in critical thinking and science achievement were administered; in addition, measures of inquiry and analyses of student questions and teacher interaction were made. Results indicated that the students in the inquiry class asked significantly more questions relating to experimentation and that the teacher, while in the inquiry class, was significantly more likely to clarify pupil questions and to respond to pupils seeking data than he was with the conventional class, to whom he provided data. Other results were nonsignificant, thus failing to provide evidence for noticeable improvement in the area of inquiry. (JD)