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Table 3 Interpretation of factors, including underlying unifying dimension or concept, and sample items

From: The development of a self-evaluation checklist for measuring Filipino students’ science giftedness

Factor Interpretation of factors and underlying dimensions Example Items
Factor 1 scientific awareness This factor measures knowledge, understanding, and conceptions of the world, which can be summed up This conveys that someone must have an awareness of various phenomena taking place around them and make connections or associations with science. Awareness comes with the confidence that a phenomenon can be explained in a scientific way. The item with the highest factor loading best supports this: “Am I confident about my knowledge and understanding of science?” Am I confident about my knowledge and understanding of science?
Do I understand quickly the content of science classes?
Factor 2 rational observation. Science giftedness means persistence in observing until connections, patterns, and meaning can be attached to any event. Investigation in various ways to find solutions is conducted. Do I observe continuously over a long period?
Do I find patterns in the results of an observation and experiment?
Factor 3 experimentation. Inquiries are investigated by way of experiment. Gifted children will always investigate; asking questions is never enough for them, they prefer to experiment. Do I handle equipment used in an observation and experiment correctly and adeptly?
Do I take particular care when using equipment used in an observation and experiment?
Factor 4 concern for nature. Science-gifted children have the tendency to hoard objects, which interest them. Their interest leads them to collect objects such as animals, plants, or rocks so they can observe them more frequently. Do I like to collect animals, plants, or rocks
Do I skillfully collect animals, plants or rocks?
Factor 5 application. Science-gifted individuals take an interest in the utility of information learned. Due to their innate ability to find connections among ideas, “what if’s” of learned ideas are related to other areas. Do I show interest in making things?
Do I attempt to apply things I have studied in everyday life?
Factor 6 visualization. Those gifted in science can make a concrete image of what they conceive. Any abstract idea has an imagery or representation. This is shown when metaphorical ideas and analogies come out of an abstract idea. Do I express my own ideas effectively in diagrams and drawings?
Do I draw accurate sketches of observations and experiments?
Factor 7 initiative. Learning is motivated by the interest to answer prevailing questions. Science-gifted individuals value learning, which has a direct bearing on current interest. If the information has no utility or cannot be connected to the present endeavor, it is dismissed. Often, the science gifted will attempt self-learning or find ways to get the information from others. Do I dislike and get bored with easy repetitive lessons or tasks
Do I try to do things in my own way, not by the instruction?
Factor 8 quantification. The science gifted view problems and solutions in terms of a numerical value. Ideas are represented in the form of numbers. They think in terms of numbers in an attempt to put values to any idea or concept. Do I show interest in analysis using numbers?
Do I like solving problems simply and efficiently?
Factor 9 oblivion in learning. Science-gifted children will learn and conduct science while being oblivious of people around them. They will learn science for learning’s sake and find joy in learning. Do I carry out own observations or experiments without concern for “success”?
Do I do different ways of doing and thinking from others without caring?
Factor 10 engrossment in learning. Science-gifted children’s attention is easily caught and once it is, there is a tendency to spend time engrossed in learning more about a particular interest. This leads to interests or hobbies pursued for a lifetime. Do I classify animals, plants or rocks by their characteristics?
Do I become too absorbed in an observation and experiment to finish the task in time?
Factor 11 integrated learning. Science-gifted children learn ideas not in isolation but by seeing the entire picture and connections among ideas. Do I prefer active learning to passive learning? Do I grasp “the big picture” before the minutiae?
Factor 12 acquiring of skills. Gifted children find ways to learn tools and skills. Being very self-reliant and with a profound interest, the science gifted attempt to acquire skills related to the area of interest. Do I use computers adeptly or proficiently?
Do I know the names of animals, plants, or rocks in daily life?