In this paper, we describe the approach to exploring the high potential of primary school gifted children learning science. Several sets of tools were applied, in three stages, to identify children with high potential in the Science Domain to examine their cognitive abilities across five domains: adaptability, complex communication/social skills, non-routine problem-solving skills, self-management/self-development, and systems thinking. Then, we described how primary school teachers and science educators can create educational contexts that foster the emergence and development their potential for learning Science. Conclusions were focused by providing research-based recommendations for science educators, parents, schools and authorities.
Keywords: abilities, gifted children, learning, science domain, teaching