An exploratory study to develop a framework of science giftedness in the NGSS era

Science giftedness exists at the intersection of intellectual academic ability in science and psychosocial characteristics of gifted individuals (Feist, 2013). Characteristics of science giftedness have not been fully investigated for identification purposes. This exploratory study seeks to fill a research gap by developing a framework of science giftedness and set of distinct and discernable characteristics of science giftedness. Science giftedness perceptions were gathered from middle school science and gifted teachers from a variety of school types, locations, and socioeconomic settings, as well as science education and giftedness/gifted education researchers using a qualitative Grounded Delphi Method (Howard, 2018; Päivärinta et al., 2011). A science giftedness framework and characteristics were formed which can be used by educators to find science gifted students and provide more appropriate support for those students. By filling a research gap, this proposed science giftedness framework and characteristics provides educators and researchers a guide for identifying gifted science students during the formative middle school age.