Basic Processes of Science

Basic Science Process Skills

Basic Process Integrated Higher Order
Skills Process Skills Thinking skill

•observing •formulating •creative thinking

•classifying hypothesis •critical thinking
•communicating •controlling •problem solving
•measuring variables [in real life
•inferring •defining context]
•predicting operationally
•experimenting
•interpreting data
•formulating
models
Basic Science Process Skills
Observing – it is using the senses [seeing,
touching, tasting, hearing, smelling] to gather
information about the object or event.
Classifying – grouping objects or objects into
categories based on the properties or criteria.
To classify is based on what has been
observed.
Communicating – using words or graphic
symbols to describe an action, object or event.
This process is dependent on what was
observe or classified.
Measuring – using both non – standard or
standard measures and estimates to describe the
dimensions of an object or event. In measurement,
there are always two objects being compared. The
one being measured and the measuring device,
either standard or non – standard
Predicting – to state the outcomes of a future
event based on a pattern of evidence.
Inferring - process of drawing conclusion on the
basis of facts or premises instead of direct
perception. Premises might include conclusions
drawn from previous knowledge or from past
experience
Integrated Science Process
Formulating hypothesis – stating the outcome of
an experiment. It is an intelligent guess of what will
happen in an experiment; presents possible
solution to the problem
Controlling variables – being able to identify the
variable that can affect experimental outcomes,
keeping most constant while manipulating only the
independent variable. Variables are condition, or
factors or elements that are varied that may
influence or affect the experiment. Hence, all the
conditions shall be controlled or made the same,
except the one being tested
Defining operationally – making a definition that
is specifically applicable to the activity or how it
shall be done. It is a description of what will
happen or how it will affect the operation. It is not a
definition that is stated in dictionaries or as a result
of previous experiments. Sometimes it describes
what an object can do or what it could be done to
the object.
Experimenting - is conducted under controlled
conditions and used to test the hypothesis. It is in
experimenting, where the hypothesis is proven to
be true or not, thus a conclusion is arrived at
Interpreting data – a data is information
derived from the results of the experiment.
Most often it is in terms of quantities or
numbers. To give meaning to the data, an
accurate recording and correct interpretation
is made.
Formulating models – with the use of
different processes of science, a model can be
made. Models are either mental or physical
model of processes or events. Formulating
models will develop creativity and innovation
and enhance higher order thinking skills
How???
Provide opportunities to practice
process skills
Make the process conscious, design
tasks that encourage discussion
Spiral Progression Approach in Science
Curriculum
Chemistry:
Matter
Grade 3 Properties and structure of matter
• characteristics of solids, liquids, gases
•Changes
Grade 4 Properties and Structure of Matter
• properties used to group and store materials ;
regrouping materials
Changes that materials undergo
•useful and harmful

Grade 5 Properties and Structure of Matter

• properties used to minimize waste
•Importance of reading product label
Changes that matter undergoes
•Evidence of change
•Appropriate ways of storing materials
Grade 6 Properties and structure of matter
•Mixture and their characteristics
•Separating mixtures
Living Things and their Environment
Grade 3 Characteristics of Living Things
•Parts and functions of living things – human,
animals, plants
•Traits passed from parents
•Interactions of living things of environment – basic
needs, feeding relationships
Grade 4 Parts and functions
• humans – major organs of the body, caring for the
major organs, diseases that affect the major organs
•Animals – terrestrial, aquatic
•Plants – terrestrial, plants
Life cycles – humans, animals, plants
Interactions – beneficial and harmful
Grade 5 Parts and functions
•Humans – stages of growth, parts of the
reproductive system, development of secondary sex
characteristics, menstrual cycle
•Animals – parts of the reproductive system of
representative group of animals and their functions
Living Things and their Environment
Grade 5 -Differences in the modes of reproduction:
external and internal fertilization – birds, fishes,
toads/frogs, crustacean, insects
- protecting of habitats
• Plants – flowering plants, non flowering plants,
protecting habitats of plants
•Interactions among living things

Grade 6 Parts and Functions

• Human body system – muscuskeletal, digestive,
respiratory, circulatory, nervous
• Animals – characteristics of vertebrates and
invertebrates, economic importance, rare animals
in the community, protecting and caring for
animals
• Plants – parts of spore bearing plants, life cycle
of ferns and mosses, vegetative propagation
• Interactions – physical condition of rainforest,
coral reefs and mangrove swamps, plants and
animals living in these ecosystems, feeding
relationships, protecting and conserving tropical
rainforest
Constructivism
Constructivist teaching is based on the belief
that learning occurs as learners are actively
involved in a process of meaning and
knowledge construction rather than passively
receiving information. It also fosters critical
thinking and creates motivated and
independent learners.
Characteristics of Constructivist Teaching:
1. Authentic activities and real world environments
Learning situations, environments, skills, content
and tasks are relevant, realistic, and authentic and
represent the natural complexities of the “real
world”.
Primary sources of data are used in order to ensure
authenticity and real – world complexity
Assessment is authentic and interwoven in teaching
Learners are provided with the opportunity for
apprenticeship learning in which there is an
increasing complexity of tasks, skills and
knowledge acquisition
2. Multiple Perspective
Learning environment “should support
multiple perspectives or interpretations of
reality, knowledge construction, and context
rich, experience – based activities”.
[Jonassen, 1995].
Activities, opportunities, tools and
environments are provided to encourage
metacognition, self – analysis, regulation,
reflection and awareness
3. Holistic, integrative
Knowledge complexity is reflected in an
emphasis on conceptual interrelatedness and
interdisciplinary learning.
4. Self – directed Learners
The student plays a central role in mediating
and controlling the learning
Goals and objectives are derived by the
student or negotiation with the teacher or
system
Exploration is a favoured approach in order
to encourage students to seek knowledge
independently and to manage the pursuit of
their goals
Scaffolding is facilitated to help students
perform just beyond the limits of their ability
5. Meaningful Learner
Knowledge construction and not
reproduction is emphasized
The learner’s previous knowledge
constructions, beliefs and attitudes are
considered in the knowledge construction
process
Errors provide the opportunity for insight
into student’s previous knowledge
construction
Matthew’s six grade students were to
complete a worksheet that “covered’ the
concept of friction. After the students
completed the worksheet, Matthew went over
to the answers so the students could have the
correct answers for the test later in the next
week.
Like Matthew, Ruben taught students about
friction. Included in Ruben’s lessons were
activities to get students involved. Students
rubbed their hands together with and
without lubricant so they could see the
purpose of motor oil in engines. The students
conducted experiment with bricks to learn about
different types of friction, and even watched The
Flintstones in class to point out friction and what
would really happen [i.e. Fred would burn his feet
stopping his car]. Matthew spent two weeks
teaching his unit on friction. His students where
given opportunities to make sense of the concept
of friction by using their personal experiences.
Typically in his high school classes, Ruben
introduced students to different science topics
with short lectures, textbook readings and
confirmatory about laboratories
After the introduction, Ruben would as
students what interested them about that
topic and encouraged them to pursue and test
this ideas. Students usually divided
themselves into groups and then conducted
library research, formulated
questions/problems, and procedures to test
questions/problems. In other words, the
students were acting as scientists in the
classroom.
Inquiry - Based Teaching
What evidence do you have?
How do you that it’s true?
How reliable is this data?
Questions about alternative points
From whose view point are we seeing,
reading or hearing?
Questions that make casual connections and
relationship
How are these [people, events or
situations]related to one another
Pose hypothetical problems characterized by
“if” questions
What do you think would happen if....
Recognize discrepancies and phenomena in
their environment and they probe in their
causes
Teachers Task in IBTL:
Starting the inquiry process
Promoting student dialogue
Transitioning between small groups and
classroom discussion
Intervening to clear misconceptions or
develop student’s understanding of content
material
Modelling scientific procedures and attitudes
IBL Activities:
Creating questions of their own
Obtaining supporting evidence to answer the
questions
Explaining the evidence collected
Connecting the explanation to the knowledge
obtained from the investigative process
Examples:
Field work
Case studies
Investigations
Individual and group projects
Research project
Educational Theories on which science teaching is
grounded:
Constructivism
Social learning
Learning style
Experiential learning
Situated learning
Reflective learning
Discovery learning
Cooperative learning
Inquiry based learning
Brain – based learning theory
Guiding principles in the teaching of science:
Constructivist
Discovery
Brain based
Make students work together
Consider multiple intelligences and learning
styles
Inquiry – diverse ways in which scientists
study the natural world and proposed
explanations based on the evidence derived
from their work
“working scientifically” – essential tool for
children to ask and answer scientific
questions about the world around them.
While it is important that pupils make
progress, it is also vitally important that
they develop secure understanding of each
key block of knowledge and concepts in
order to progress in the next stage.
Insecure, superficial understanding will not
allow genuine progression
Pupils should be able to describe associated
processes and key characteristics in
common language, but they should also
familiar with and use technical terminology
accurately and precisely
They should build up an extended vocabulary
and apply mathematical knowledge to their
understanding of science, including
collecting, presenting and analyzing data
Social and economic implications of science
Features of Inquiry:
Learner engages in scientifically-
oriented questions
Learner gives priority to evidence in
responding to questions
Learner formulates explanations from
evidence.
Learner connects explanations to
scientific evidence
Learner communicates and justifies
explanations
Types of scientific inquiry:
Observing over time
Pattern seeking
Classifying and grouping
Comparative and fair testing and
researching using secondary sources
Levels of Inquiry

Open

Guided

structured
Benefits of Inquiry Based Learning
1.Reinforces Curriculum Content
2. “Warms Up” the Brain for Learning
Running a brief inquiry activity to start
class can help students absorb information
throughout the day, according to the same
study. Specifically, it states that curiosity
prepares the brain for learning -- allowing
students to become more proficient at
understanding and remembering skills and
concepts
3. Promotes a Deeper Understanding of
Content
By delving into a concept through inquiry,
students should see it as more than a simple
rule, idea or formula. Many of them will
understand:
How the idea was developed
Why the rule or formula works
When they can properly apply the rule, idea
or formula
4. Helps Make Learning Rewarding
5. Builds Initiative and Self-Direction
6. Works in Almost Any Classroom
7. Offers Differentiated Instruction
Strategies influence by inquiry based Science:
QMS Strategy
Q – question of problem
M – means or how the plan will be carried out
S – solution
3E-P – Exciting Examples of Everyday
Phenomenon
4A’s in Science Teaching
Ask question
Conduct Activity
Analyze data
Apply the science concepts in similar/related
situations
Use of Discrepant Event [POE –E]
Prediction – what do you think will happen
Observe
Explore
Explain
5E’s Model in Science Teaching
Engage – motivation, trigger questions
Explore – activities guided by teachers
Explain - provide explanation of what they have
done
Elaborate – further explanation
Evaluate – feedback or assessment plus reflection