In Iranian educational system, there are special schools offering specialized curriculum for gifted students. In the curriculum of their first degree high school course, complementary contents have been provided in order to improve the process of learning. The objective of the present study has been to evaluate the content of such books which has played a pivotal role Our questionnaire results showed that the four evaluated complimentary books were in quite desirable status. Based on the findings from the interviews and evidences from the gifted education literature we suggest principles by which selection and revision of complementary contents can be possible. Such principles are as follows: (i) content deepening, (ii) integrative and interdisciplinary organization, (iii) to be problem-oriented, (iv) understanding daily life use of the knowledge and (v) classification of exercises based on their complexity level.

<p class="apa">The purpose of present research was to study the current and optimal status of teaching environment at high schools in Iran with emphasis on curriculum experts and teachers viewpoints. Research method was mixed method. In the qualitative part, experts viewpoints were gathered through a semi-structured interview. In the quantitative part, 258 high school teachers were selected randomly as statistical sample and a researcher-made questionnaire was distributed among them to collect data. Content validity was used to determine the questionnaire validity, and its reliability was calculated at 0.90, using Cronbach at alpha coefficient. Findings showed that, according to experts’ viewpoints, status of teaching environment at high schools is not desirable. Also, findings suggest that best teaching method for environment in Iran is a blended-electronic, project-oriented, teaching practical skills in open spaces. Iranian teachers chose teaching methods to teach environmental not only to promote their knowledge but also affect the attitude and skills of environmental protection and creating environmental conduct.</p>