Science Process Skill

PRESENTED BY MR. KAMANGA

AT MUFULIRA COLLEGE OF
EDUCATION- LECTURE 2
BTM,CTM & PTM
 Outline of Today’s Lecture
 Why Science process skills

 What is Science Process Skill?

 How do we develop it?

WHY “SCIENCE PROCESS
SKILLS”?
Paulo Freire (1921-1997)
• a Brazilian Philosopher,
and Educator
• Influential scholar to
“Critical Pedagogy”
• Author of “Pedagogy of the
Oppressed”
• Introduce the concept of
“Banking” concept of
education
 “Banking” Concept of Education
• the student was viewed as an empty account to be
filled by the teacher.
• "it transforms students into receiving objects. It
attempts to control thinking and action, leads men
and women to adjust to the world, and inhibits
their creative power" (Freire, 1970, p. 77).
• Students were confirmed as a “being told”, or
receivers of the knowledge.
 The Problems in Bangladesh
• Low Gross National Income
• Natural Disasters (Flood/
• Air pollution
• Poor trafic infrastracure
• High children mortality rate
• Human Development Index (HDI) ….. .500
(ranked 146 among 186)
 ………………………

Who should solve these problems?

In order to solve the national problems …
 Receiver of knowledge -> Creator of
knowledge
 Problem solver by utilizing knowledge
 Even, evaluator of knowledge

Good understanding of Science Process

and Appropriate Usage
WHAT IS SCIENCE PROCESS
SKILLS?
 What is Science Process Skill?
 Science process skills are…
– … thinking skills that scientists use in scientific
inquiry.
– …. also effective tools in problem solving
process and PDSI cycle
– … categorized into basic and integrated skills
 Components of Science Process Skills
List by
Category Component of Skill SAPA Ostlund Gabel Rezba Tolman Esler Martin
(1975) (1992) (1993) (2003)  (2002) (2001)  (2005) 
[Link] ○ ○ ○ ○ ○ ○ ○
[Link] ○ ○ ○ ○ ○ ○ ○
[Link] ○ ○ ○ ○ ○ ○ ○
[Link] ○ ○
[Link] Data ○ ○
[Link] ○ ○ ○ ○ ○ ○ ○
Basic [Link] ○ ○ ○ ○ ○ ○ ○
[Link] ○ ○ ○ ○ ○ ○ ○
[Link] Graphs1 ○ ○ ○
[Link] Space-Time Relationships ○ ○ ○
[Link] Numbers2 ○ ○ ○
12.Proportion2 ○
[Link] Variables ○ ○ ○ ○
[Link] Variables ○ ○ ○ ○ ○ ○
[Link] Data ○ ○ ○ ○ ○
16. Processing Data ○
[Link] Operationally ○ ○ ○ ○ ○ ○
Integrated [Link] Hypotheses ○ ○ ○ ○ ○ ○ ○
19.Experimenting3 ○ ○ ○ ○ ○ ○
20.Investigations3 ○ ○ ○ ○
[Link] Hypotheses3 ○
[Link] Models ○ ○ ○ ○ ○
(Source: Tobing “A Comparative Study on Science Curriculum between Indonesia and Japan”, 2006)
 Basic Science Process Skills

Inferring:
Developing ideas based on observations. Requires evaluation and
judgment based on past experiences.
Task: Look at the pattern of the shapes in each row. In the box at the end of the row, draw the
shape that comes next.
 Sample of item
(Designing Investigations)
 Mark is studying how heat affects how fast oil flows. He guesses that as
the oil gets hotter, it flows faster. How could he test this?

– Heat oil to different temperatures. Then weigh it after it flows out of can.
– Observe how fast oil at different temperatures flows down a smooth
surface.
– Let oil flow down smooth surfaces at different angles. Observe its speed.
– Measure the time it takes for oil of different thicknesses to pour out of the
can
 Sample of item
(Intepreting Data)
 Sample of item
(Controlling Variables)
Maria wants to find out
whether the length of the string
has an effect on the amount of
time it takes the string to swing
back and forth. WHICH
STRING AND WEIGHT
SHOULD SHE USE FOR HER
EXPERIMENT?
HOW CAN WE DEVELOP SUCH
SKILLS?
 Result of Scientific Thinking
(by items)
DESIGNING INTERPRETING CONTROLLING
INVESTIGATIONS DATA VARIABLES
 What should we do, then?
 Only repeated training will help to develop
science process skills.
 Not only hands-on science, but also
developing thinking skill
 Provide more opportunity to think when
they are conducting experiment
 Elementary School Contents
Grade A B C Process skill Inquiry with …
(1) Growth and (1) Properties of (1) Sunny & shady
body structures sunlight place
of insects and (2) Electric
3 plants conductivity, & Comparison Interest
circuit
(3) Properties of
magnet
(1) Seasonal (1) Water and (1) Daily change of
change in air with forces Moon and Stars
animal (2) Warming of (2) Evaporation & Identifying
4 activities and metal, water, precipitation of factors Interest
plant growth and air water
(3) Dry cells
(1) Mechanism of (1) Dissolving (1) Daily change of
germination, substance in weather
growth, and Water (2) Mechanism and
fruition (2) Mechanism and function of Controlling Design and
5 (2) Breed and function of running water variables
growth of lever plan
animal (3) Motion of
weight
(1) Function and (1) Properties and (1) Formation of Viewing from
mechanism of changes in land Identifying
animal body water solution various
6 (2) Food chain (2) Burning of factors
plant perspectives

07/10/2023 ケニア INSET 運営管理

 From the knowledge receivers
Why ？ How can
I solve this?
to Knowledge creators
Maybe, this
is the
Present Problem solution.
Situation Let’s Try!
How can I
Establishing the Task confirm my
Idea?

Designing Experiment
Yes! We can!

Conducting Experiment

Recording Experiment
What conclusion
can we draw from
Developing the scientific
Summary, Discussion, the result?
thinking skills
Conclusion
 Structure of 　 Science Lesson
Objectives Lesson Contents
Knowledge To explain the
characteristics of the
- Listing facts K Explain the
characteristisc
temperature and
Summarizing
E
precipitation of some Y Observation with
cities Viewpoints Viewpoints
Skills To read data from and - Read the data from - Draw the graph
draw a graph the graph Q
To compare the - Compare two similar U - Compare several cities
difference cities w/only one
difference
E w/ many different
components
Attitude To have interest in Small variety
S More varieties
variety T
To pay attention of the Climate Phnom Pehn, I Climate of place where
climate of place where
they will visit
where they live O they will visit in future
N
Review Application
Just imagine, you will visit (…), next year. Which month is better to
visit from the view point of temperature and precipitation
 Key Question of Lesson
 How can you prove the light is necessary?
Designing Experiment
– What condition do you have to change?
Identifying (Independent) Variables
– What condition do you have to put the same?
Controlling Variables
 8 Steps for Problem Solving
Meeting for the Nature Physical Activity I

Identifying Problem

Formulating Hypothesis Language Activity I

Discussing the Method

Conducting Experiment Physical Activity II

Organizing Result

Discussing Result Language Activity II

Conclusions
 Data collection procedure (Phase II)
Lesson flow
Biology teacher Train by
- Identify problems
throw key question
- Start investigation by
researcher
observing, inferring,
predicting
- Draw conclusion by
Control Group Experiment Group analysis and

(Teacher-centered (Inquiry-based interpreting data

- the conclusion is

classroom) approaches classroom) answering key

question
- Reflecting to lesson
objective
- 10 hours
- Inquiry-based lesson
- 10 hours
- Normal lesson plans plans

Basic SPS test

23
Teacher and learner activities in practice of inquiry-based
They acquire Observing skill by examine, Sketching and labeling;
Classifying skill by comparing the similarity and differences; and
communicating
Stage 2
skill presenting their
Teacher divide students into groups and
answer.
Activity: -Examine and observing the
Verification of provide: -Students examine, sketch and parts of fungi,
hypothesis -many type of non-mushroom and label part of non- mushroom -Sketching and labeling
25minutes mushroom and mushroom -Comparing the similarity and
-hand lens - group the fungi based on their differences
-activity sheet similarity -Classifying each type of fungi
-razor   into group
Teacher give caution to students when they  
use razor  
   
Ask students:  
-examine, draw and label part of non-  
mushroom and mushroom  
-to group the fungi based on their similarity  
   
Teacher goes around and check on how  
students are processing with the activities  
   
Ask students to present their answer -Each group present their
answer
-Compare with others group
 

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 Result of Science Process Skills test

 Mean and standard deviation of score for control and experiment group

Group  Mean N Std. Deviation Std. Error Mean

Control group 12.83 30 2.335 .426

Experiment group 13.37 35 2.735 .499

 T-Test analysis revealed that there was no significant difference between

control and experiment group. However, there were 2 skills which were
significant difference such as communicating (t=0.002, P<0.05), and
predicting (t=0.023, P<0.05).

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 Summary
 Science Process Skills are important for
problem solving.
 Implementing student center approach
provide opportunity for students to utilize
science process skill.
 Key question is one of the techniques to
develop science process skills
THANK YOU