|
Pupils who are gifted in science are likely to:
|
|
be imaginative
|
|
read widely, particularly science or science fiction
|
|
have scientific hobbies and/or be members of scientific clubs and societies
|
|
be extremely interested in finding out more about themselves and things around them
|
|
enjoy researching obscure facts and applying scientific theories, ideas and models when explaining a range of phenomena
|
|
be able to sustain their interest and go beyond an obvious answer to underlying mechanisms and greater depth
|
|
be inquisitive about how things work and why things happen (they may be dissatisfied with simplified explanations and insufficient detail)
|
|
ask many questions, suggesting that they are willing to hypothesise and speculate
|
|
use different strategies for finding things out (practical and intellectual) -- they may be able to miss out steps when reasoning the answers to problems
|
|
think logically, providing plausible explanations for phenomena (they may be methodical in their thinking, but not in their recording)
|
|
put forward objective arguments, using combinations of evidence and creative ideas, and question other people's conclusions (including their teacher's!)
|
|
decide quickly how to investigate fairly and manipulate variables
|
|
consider alternative suggestions and strategies for investigations
|
|
analyse data or observations and spot patterns easily
|
|
strive for maximum accuracy in measurements of all sorts, and take pleasure, for example, from reading gauges as accurately as possible (sometimes beyond the accuracy of the instrument)
|
|
make connections quickly between facts and concepts they have learned, using more extensive vocabulary than their peers
|
|
think abstractly at an earlier age than usual and understand models and use modelling to explain ideas and observations. For example, key stage 3 pupils may be willing to apply abstract ideas in new situations; key stage 4 pupils may be able to use higher-order mathematical skills such as proportionality, ratio and equilibrium with some complex abstract ideas when offering explanations
|
|
understand the concepts of reliability and validity when drawing conclusions from evidence
|
|
be easily bored by over-repetition of basic ideas
|
|
enjoy challenges and problem solving, while often being self-critical
|
|
enjoy talking to the teacher about new information or ideas
|
|
be self-motivated, willingly putting in extra time -- (but they may approach undemanding work casually and carelessly)
|
|
show intense interest in one particular area of science (such as astrophysics), to the exclusion of other topics
|
