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.