We present a working theory of person-related predictors of talent development in natural science during elementary school. The working theory resulted from the juxtaposition of scientific findings and teachers' expertise. The results showed that both teachers and researchers conceive of talent development in natural science as a complex process including abilities, personality traits, and skills as predictors. However, teachers focused mainly on skills whereas the scientific literature emphasized cognitive abilities. The working theory can be used for the identification and promotion of natural science talent and the development of teachers' diagnostic skills to assess students’ potential in natural science.

我们提出了在小学阶段自然科学中人才发展的与人相关的预测因子的工作理论。工作理论源于科学发现与教师专业知识的并存。结果表明，教师和研究人员都将自然科学中的人才培养视为一个复杂的过程，包括能力，个性特征和技能作为预测因子。但是，教师主要关注技能，而科学文献则强调认知能力。该工作理论可用于自然科学人才的识别和提升，以及教师诊断技能的发展，以评估学生在自然科学中的潜力。