Ravenchild wrote:
"What are they doing and why are they doing it?"
This kind of questioning would probably fuel someone to become interested in science to find the 'answers'.
This was the case with me.
I remember being on the playground and asking myself why others weren't talking to me.
This 'Why?' question led me to think a lot of deep sociological thoughts that probably wouldn't have even occurred to the other kids. They were happy because they could just automatically socialise and therefore didn't need to ponder these things. This was probably also the reason why many of them were 'bored stiff' by science and in depth thinking. I also felt deep emotions of rejection that most of those kids probably couldn't even fathom. I hence developed empathy for people who were struggling or were ostracised.
Discontent is the mother of innovation.
Because I couldn't just walk up to anyone and chat to them without them rejecting me, I had to think up other strategies. Being alone also gave me time to think and this thinking time is what strengthened my thinking skills.
Because I was alone and essentially confused, this gave me more time to look at the scenery and the surrounding physical/natural environment. I looked at the details, colours and textures more. I asked big questions about nature. I learnt to read the physical environment for clues as to what to do socially. I learnt by observation and testing my hypotheses, not generally by first hand social interaction.
These analysis skills served me well later in my science education.
I wanted science to provide the answers as to why the other kids ran away when I approached them socially and yet, when I let them approach me, they were calmer.