Behavioral Checklist of students with high potential in science
Name of Student:_________________________
Sex:
Age:____
Class:_______
(A) Please give a “tick” against those options that best describe the characteristics of the student.
Item
Behavioral Checklist
Never
Sometimes
Frequently
Almost
Always
1 Show intense interest in science even during the pre-school years
and have science hobbies (e.g. enjoy reading science books,
fiction, magazines, TV programmes; active participation in the
science club and science competitions; pay frequent visits to
science museums; enjoy collecting plant & animal specimens like
a collector, taking walks in nature and carry out special science
projects of their own at home)
2 Very knowledgeable in science information besides textbook
knowledge (e.g. science tricks and science in everyday life)
3 Want to know how things work / why things happen and find
satisfaction in thinking about and discussing scientific affairs
4 Have a critical mind – would use combinations of evidence and
science theories and principles to question other people’s
conclusions (including their teacher’s)
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Item
Behavioral Checklist
Never
Sometimes
Frequently
Almost
Always
5 Understand abstract science concepts at an earlier age and can
make good connections between facts and concepts learned
6 Be able to use more extensive science vocabulary than their peers
7 Willing to pass up entertainment such as games and TV
programmes in favour of scientific pursuits
8 Prefer science related careers
9 Be
1 self-motivated in learning science and like to challenge self to
try different strategies to solve science problems and persist until
the problem is solved (willing to spend long periods working
alone)
10 Creative in science, daydreamers, like to solve mental puzzles, and
are able to brainstorm many methods to solve a problem and be
able to make priorities for the methods
11 Good at carrying out scientific investigation - be able to create a
new or more clear definition of the problem, devise new and more
efficient or effective methods to solve a science problem, able to
formulate hypotheses and conduct experiments carefully.
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Item
Behavioral Checklist
Never
Sometimes
Frequently
Almost
Always
12 With good lab skills and be able to improvise with science
experiments.
13 Good at numerical analysis, measurement and data analysis - be
able to apply concepts of reliability and validity in analyzing the
experimental result
14 Be able to evaluate own experimental design, suggest
modifications to experimental design and make appropriate
conclusion
15 Won school / inter-school / international awards in science
competitions and demonstrate high quality work (such as
creativity and higher order thinking skills) in science
projects/assignments at school
16 Usually have better-than-average ability in Mathematics; many are
also good at mathematics and chess
Remarks:
(1) School science teachers may fill out the checklist for some selected students and count the number of items with ticks in the Frequently
and/or Almost Always columns. Then, those students who have more ticks in the Almost Always column should be strongly
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recommended for the school-based gifted programmes.
(2) Teachers are advised to use multiple methods and channels (such as classroom observation, parent/peer group/self recommendation, students’
products and assignments, awards in local and/or international science competitions, etc.) to select students with higher potential in science
to the web courses. A single test/identification tool is not reliable in the identification of a scientifically gifted student.
(3) Teachers should not neglect those underachievers with high potential in science. Many studies show that a challenging curriculum may
reverse the underachievement of the gifted underachievers.
References:
McGinnis, J.R. & Stefanich, G.P. (2007). Special Needs and Talents in Science Learning. In S. K. Abell & N. G. Lederman (eds.) Handbook
of Research on Science Education. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers.
Website of Qualifications and Curriculum Authority, UK (Identifying gifted pupils: Science) (retrieved from
http://www.qca.org.uk/qca_2184.aspx on 3 October 2007)
Feldhusen, J.F., Hoover, S.M.H. & Sayler, M.F. (1991). Identification and Educating Gifted Students in Secondary Level.
Brownlow Education.
Fliegler, L.A. (1961). Curriculum Planning for the gifted.
Australia: Hawker
Englewood Cliffs, NJ: Prentice-Hall.
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