How do we identify gifted and talented pupils?

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