Abstract
The purpose of this investigation was to observe and describe the biological and physical science interests of 14 gifted kindergarten girls. Each girl was videotaped taking part in five science sessions. Open‐ended activities allowed girls to interact with biological and physical science materials in unstructured ways. Videotapes were, analyzed for time spent on task, science process skills used, and cognitive levels exhibited. Findings suggest that these gifted kindergarten girls exhibited equal interest in biological and physical science activities. Parents were interviewed to ascertain science interests exhibited at home. Interviews revealed that parents provided nearly three times as many opportunities for girls to take part in biological science as physical science activities. Recommendations include conducting more research on early childhood science and gifted girls, providing more science experiences for gifted young girls and more parental support for science interests, and educating parents about gender bias.
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