The study examines spatial imagination in exceptionally gifted pupils of primary schools. Spatial imagination has been repeatedly identified as an important cognitive factor for success in STEM subjects, yet research in this area remains limited. Our research sought to determine how gifted pupils employ logical-mathematical and spatial intelligence in problem-solving. We formulated three goals: to assess the influence of giftedness on problem-solving strategies, to identify mental representations used during these processes, and to detect patterns of visual observation in solving a specific task. Given the small sample (16 exceptionally gifted pupils), we applied qualitative analysis, which allowed us to capture the depth of cognitive strategies and consider their interrelations. Data were collected with Tobii Glasses 3 mobile eye-tracking technology. Results confirmed differentiation in performance even within this group. We observed differences in problem-solving strategies and found that exceptionally gifted children do not necessarily excel in all areas simultaneously. Our findings suggest that more attention should be devoted to identifying the specific domains of giftedness, as well as supporting their development through targeted educational strategies.
Slezáková et al. (Thu,) studied this question.