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The purpose of this study was to explore the factors that are critical for successful scientific inquiry activity in the classroom and to analyze the students` abilities of `Doing` scientific inquiry. Two hundred and forty gifted science students in grades and participated in this study and demonstrated their abilities of framing questions and designing investigation through a survey questionnaire. The survey was developed for measuring factors in terms of personal and interactive variables that are needed for `Doing` a successful scientific. Additionally, two other questionnaires were developed to measure students` abilities of framing testable questions and designing the investigation in a sequence. The results were as follows: Students` learning motivation factors as personal variable (self-confidence about group and inquiry activity, views about inquiry value) also considered as influential for students` group inquiry activity. Other four components of interactive variable (grouping, kinds of task, physical context, and teachers` role) were found to be influential in successful students` `Doing` group inquiry activity. In students` evaluation of group inquiry activity, the grouping factor was the most critical one for a successful `Doing` inquiry activity. Participating students showed some level of inability of in the process of framing inquiry question and designing investigation.

Exploring Students' Ability of 'Doing' Scientific Inquiry: The Case of Gifted Students in Science