Development of a Framework for Identifying Science Giftedness in Middle School Students
DOI:
https://doi.org/10.46328/ijemst.5760Keywords:
Grounded Delphi Method (GDM), Science giftedness, Middle schoolAbstract
Science giftedness exists at the intersection of intellectual academic ability in science and psychosocial characteristics of gifted individuals (Feist, 2013). However, the specific characteristics of science giftedness have not been fully investigated for identification purposes. This study seeks to fill this research gap by developing a framework for science giftedness and by identifying a distinct set of characteristics of science giftedness. Perceptions of science giftedness 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 (GDM). As a result, a framework and set of characteristics for identifying science giftedness were developed to help educators recognize and better support science gifted students. This proposed framework serves as a guide for educators and researchers in identifying gifted science students during the middle school years.
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