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Various perspectives on scientific giftedness are analyzed with a view to hypothesizing a framework for understanding scientific giftedness. Current assessment of scientific ability overlooks the impact of creativity and components. It is suggested that authentic scientific creativity is a meshing of artistic and scientific abilities. Scientific giftedness is a pericentric phenomenon ‐ where creative abilities from several intelligence fields mesh. Implications for gifted educators include the provision for artistic activities as a contributory factor in successful gifted science programs.
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Gino Innamorato (1998) studied this question.
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