The document describes a study that analyzed science process skills (SPS) in teaching package (TP) activities for elementary science in Bangladesh. The study identified 12 of 13 SPS in the TP activities across grades 3 to 5, with observing, communicating, inferring and predicting being most common. While basic SPS were emphasized in all grades, integrated SPS were not increasingly promoted from grade 3 to grade 5 as expected based on literature.

1. Presenter : Md. Mazharul Haque
Main Supervisor : Assoc. Prof. SHIMIZU Kinya
Sub-supervisor : Prof. IKEDA Hideo
& Prof. BABA Takuya

2. Objectives of the study
The research aims :
1.To identify the science process skills(SPS) in the Teaching
Package(TP) activities across elementary levels from grade
three to five.
2. To describe the characteristics of SPS development in
elementary Science TP activities.
2

3. Findings for objective 1
 Among the 13 SPS studied for this research, 12 were found in the TP
activities. There is no reflection of time-space relationship in physical
science in any grade level.
 Observing, communicating, inferring and predicting are mostly involved
in the activity in all grade levels. Other basic science process skills(BSPS)
and integrated science process skills (ISPS) were less emphasized.
Findings for objective 2
 There are no learning hierarchy of SPS reflected with in the TP activity
of the elementary grade levels. There was a pattern of emphasizing the
BSPS in the activities all grade levels while less emphasis were given in
the ISPS on the activities studied.
 ISPS were not increasingly promoted from the 3rd grade III to the 5 th
grades.
3

4. Background
Although Bangladeshi primary curriculum is a competency based,
JICA (2009),PSPMP(2001),UNICEF(2009) have identified many
problems in the curriculum, text books and in the teaching
learning process.
1.Too much memorization
 Primary science curriculum focuses extremely on memorizing
terms and their meanings, but pays less attention to
conceptual understanding, and scarcely to applying scientific
knowledge(PSPMP,2001;JICA,2009)
 Traditional and dominant way of teaching tends to focus on
memorizing facts and teachers use a teacher centered approach
while teaching (PSPMP,2001;UNICEF,2009;JICA,2009).
4

5. Background(cont..)
2.Less emphasis on process skills
Primary curriculum, textbook and teaching –learning in Bangladesh is
not paying much attention to the science process skills which lay a
foundation for further study of science(JICA,2009).
3.Lack of activity
Lack of activities in the text book to develop student’s scientific
thinking skills (JICA,2009)
4.Gap between curriculum ,textbook and its implementation
There exists a wide gap between the curriculum, textbook and its
implementation system (JICA,2009;PSPMP,2001)
To overcome some of those problems Teaching Package(TP ) has been
developed jointly with Bangladesh and JICA experts and distributed to
primary schools in Bangladesh .TPs are now considered as one of the
important educational materials (teacher’s reference materials) for
primary science teaching in Bangladesh
5

6. Background(cont..)
Overview of Teaching Package
6
1.TP is consisting of “analysis of unit”, “lesson Plan”, “teaching materials "and
“evaluation”.
2.TP lesson plan has given much attention to include number of science activities
and as well as how to develop children’s ability to think critically by themselves.
Lesson Title: Existence of Air
Learning Outcomes
Activities
1. Show pupils empty bottle or let pupils catch air with a plastic bag, and
then ask:
“What do you think is inside, nothing or something?”
2. Let pupils think that:
① If air is nothing, how do we know it?
② If air is something, how do we know it?
3. Let pupils press a closed mineral water bottle or the plastic bag and feel
something resisting from inside against pressing from outside.
“It seems something is inside a bottle, doesn’t it?”
4. Show them simple experiment with water basin with water, clear
container and paper. But before experiment, let them make the points to
observe clear.
“When a piece of paper is set at the bottom of contai ner and keep it
upside down and push it underwater, what happens?”
1. Crumple a piece
of paper and push it
into the bottom of a
clear container. Set
it upside down.
2. Push it into water
slowly.
3. Bring it out of the
water and see what
happen to the paper,
dry or wet.

7. Research Problem
 However, TP has not been evaluated in terms of the
development of Science Process Skills(SPS)
 Therefore, it is necessary to conduct a research about SPS and its
representation in TP in Bangladesh.
7

8. Significance of the Research
 The result of this study is expected to be an input to teacher
educators, teachers and curriculum developer and other
stakeholders about the SPS in TP and the areas needing revision
and to describe the characteristics of SPS development in
elementary Science TP activities.
8

9. Literature Review
What literature says about science
process skills
 Science –A Process Approach (SAPA )defined SPS as a set of broadly
transferable abilities, appropriate to many science disciplines and reflective
of the behavior of scientists. SAPA identified the 13 SPS and arranged into a
learning hierarchy and grouped them into two types-basic and integrated.
(Padilla,1990)
 According to SAPA the BSPS provide a foundation for learning the ISPS
(Tobin & Capie, 1980;Padila,1990; Lumbantobing, 2004).
 SPS are hierarchical. Learning hierarchy refers to the progressive
development within each process skills. At the earliest stage, Process skills
are discrete. They become increasingly interrelated as science course
progresses.(Gagne,1965; Finlley, 1983 ; Akinbobola & Afolabi, 2010)
9

10. Literature Review
What literature says about science
process skills
 BSPS involve lower thinking skills and are commonly developed
in the lower grades. ISPS higher order thinking skills and
involve many basic skills and are commonly developed in the
higher grades (Lumbantobing,2004).
 SAPA recommended introducing BSPS from Kindergarten up
to Grade III and ISPS in Grades IV-VI (Tobin & Capie, 1980).
10

11. Literature Review
Why SPS are important?
 SPS are necessary for meaningful learning science concepts and must
be developed to the students (Harlen,1999;Ango,2002; Duran &
Ozdemir,2010).
 ...... increased the students’ achievements and scientific creativities
(Aktamis,2008)
 ….... and logical thinking abilities are correlated(Padila,1983)
 ……….. are specific competencies for problem solving. SPS could highly
promote students ‘ problem-solving abilities (Lumbantobing,2004)
 …..emphasized the intellectual value rather than the value of
memorizing scientific facts or principles. SPS are the building-blocks
of critical thinking and inquiry in science (Ostlund,1992)
11

12. Review of the related Research
Research
title/Author
Research Methods Component of SPS considered Summary of findings
Process Skills in the
Elementary Science
Comparative Study on the
curriculum and Textbooks
between Indonesia and
Japan
(Lumbantobing,2004)
Data source:
elementary science
textbooks of Indonesia and
Japan (grade 3 to grade 6).
Content analysis
Instrument: Definitions of
13 SPS
13SPS with in 2category. BSPS and ISPS
:observing, classifying, measuring, using
space/ time relations, communicating,
inferring and predicting. 6 ISPS: formulating
hypotheses, defining operationally,
controlling variables, and interpreting data,
experimenting, and formulating models.
SPS were not hierarchically involved
in the Indonesian textbook
activitiesIndonesian text book activities
in all grades are primarily emphasizing
basic skills. Japanese elementary
science textbook activities
hierarchically promoted BSPS and
ISPS. In the lower grade(grade 3)
emphasis more BSPS and activities in
the upper grades (grade 4-6)emphasis
more ISPS.
Analysis of SPS in West
African Senior Secondary
School Certificate Physics
Practical Examinations in
Nigeria
(Akinbobola ,2010)
Data source: Physics
Practical Examinations
questions. Instrument:
Definitions of SPS.
14 SPS with in 2 category. BSPS: observing,
measuring, comparing, contrasting, drawing
calculating, recording , communicating and
ISPS:experimenting,investigating,
formulating models, deducting, graphing,
interpreting and manipulating
The number of BSPS is significantly
higher than the ISPS and SPS are not
represented properly in the practical
examinaton. Study recommended to
include more ISPS related questions in
the Exam.
The inclusion of science
process skills in Yemeni
secondary school physics
textbooks
Aziz & Zain (2010)
Data source: secondary
school physics textbooks(
from grade10-12)
Content analysis.
Instrument: Definitions of
SPS
8 BSPS: observing, measuring,
classification, quantification, predicting,
inferring, relationships, communicating and
5 ISPS : hypothesizing, controlling
variables, defining operationally,
interpreting data, experimenting.
There are some inconsistency in
representing the SPS in the contents of
the physics text books. A number of
SPS neglected in the text books. The
highest percentage of BSPS
concentrate on observation, whilst the
maximum percentage of ISPS focus on
experimenting(G-10), interpreting
data(G-11) and operational definitions
(G-12)
12

13. Component of Science Process Skills(SPS)
Category Component of skill List by
SAPA
(1965)
Gagne
(1970)
Ostlund
(1992)
Gabel
(1993)
Tolman
(2002)
Esler
&Esler
(2001)
Lumban
-tobing
(2004)
Martin
et al.
(2005)
Rezba
et al.
(2007)
Basic
1.Observing ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
2.Classifying ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
3.Measuring ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
4.Estimating ⃝
5.Collecting Data ⃝ ⃝
6.Predicting ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
7.Infering ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
8.Communicating ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
9.Making Graphs ⃝ ⃝
10.Space-TimeRelationship ⃝ ⃝ ⃝ ⃝ ⃝
11.Using Numbers ⃝ ⃝ ⃝
12.Proportion ⃝
Integrated
13.Identifying variables ⃝ ⃝ ⃝ ⃝
14.Controlling Variables ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
15.Interpreting Data ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
16.Processing Data ⃝
17.Defining Operationally ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
18.Formulating Hypotheses ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
19.Experimenting ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
20.Investigations ⃝ ⃝ ⃝
21.Testing Hypotheses ⃝
22.Formulating Models ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝
23.Draw conclusion ⃝
13 15 15 14 10 15 13 13 17
13
Literature Review

14. The Conclusion of Literature Review
 It is revealed that 13 SPS with in the category of BSPS and ISPS are very common
in above reviewed sources.
 Seven most common BSPS are observing, classifying, measuring, predicting,
inferring, communicating, Time -space relationship
 Six most common ISPS are Controlling variables, interpreting data, defining
Operationally, Formulating Hypothesis, Experimenting and making models.
 SPS are hierarchical. SPS are hierarchically organized with in the structure of
two level hierarchies of BSPS and ISPS
 BSPS involve lower thinking skills and are commonly developed at the lower
grades. BSPS lay foundation for ISPS. ISPS are commonly emphasized at the
upper grades.
 Only two studies (Lumbantobing, 2004; Aziz and Zain, 2010) have explicitly
investigated curriculum materials in the light of what extent the SPS included,
how SPS are presented in the materials through content analysis. Both studies
analyzed the contents/activities by using the conceptual definition of SPS.
14

15. Research Framework
15
BSPS involve
lower thinking
skills and are
commonly
developed in
the lower
grades.
ISPS develop
based on
BSPS. ISPS
are
commonly
developed in
the upper
grades.
Number of
SPS in the
TP
Activities
And
Pattern of
representa
tion of SPS
in the TP in
each grade
level(G III-
V)
Based on the literature review a research framework in this study was formulated as shown
in Figure below and used for exploring SPS in the TP activities.
CATEGORY:BSPS(7)
Observing
Classification
Measuring
Predicting
Inferring
Communicating
Time-space
relationship
CATEGORY: ISPS(6)
Formulating
hypothesis
Controlling variable,
Experimenting,
Interpreting data
Defining
operationally and
Formulating model
Categorized
13 SPS:
-BSPS
-ISPS
Analysis
of TP
Activities
to identify
the SPS
SPSare
Hierarchical

16. Research Method
16
Data source
 Data for the present study has been collected from physical science part of
the Teaching Package (Grade 3-5)
-Grade-III was published in 2007,
-Grade-IV was published in 2008
-Grade-V was published in 2009
 The selected TP was published by the Directorate of Primary Education
approved by Ministry of Primary and Mass Education(MoPME)
 Physical Science comprises approximately 50% of the chapter of the science
teaching package of each grade and Physical Science contains most of the
hands on activities.
 563 Activities of 61 lesson plans from 8 chapters are analyzed from Grade III
to Grade V.

17. Research Method
Data Collection and Activity Analysis Procedure
17
Step-1
Every line in a lesson plan
activity is carefully examined
and underlined especially
directions for the activities
where skills are mentioned.
Step-2:
Identify the component of SPS
tentatively. The tentatively
selected component of the SPS
has been marked as “0” sign
and place it under the
appropriate column of the SPS.
Step-3:
Reliability for
Identification of SPS.
Step-4:
-Take record of the
identified skills according
to lesson plan, chapter,
grade and components.
-Total the frequencies of
skills according to lesson
plan, chapter, grades and
components
Every identified
SPS checked with
the process skills
concept
(definitions of
process skills)
Activities of TP was
analyzed by other 2
rater independently
who studied on SPS.
In the present study, researcher followed the following steps

18. Research Method
Example of analyzed TP Activity
18
Example Of TP Activity
Lesson Plan 2/10
Lesson Title: Existence of Air
Activities
1. Show pupils empty bottle or let pupils catch air with a plastic bag, and then ask:
“What do you think is inside, nothing or something?”
2. Let pupils think that:
① If air is nothing, how do we know it?
② If air is something, how do we know it?
3. Let pupils press a closed mineral water bottle or the plastic bag and feel something resisting from
inside against pressing from outside.
“It seems something is inside a bottle, doesn’t it?”
4. Show them simple experiment with water basin with water, clear container and paper. But before
experiment, let them make the points to observe clear.
“When a piece o f paper is set at the bottom of container and keep it upside down and push it
underwater, what will happens?”
Activity
1. Crumple a piece of paper
and push it into the bottom
of a clear container. Set it
upside down.
2. Push it into water slowly. 3. Bring it out of the water and
see what happen to the paper,
dry or wet.
Observing,
Inferring
Observing
Predicting

19. Research Method
Data Collection and Activity Analysis Procedure
Selected Part of the Activity to
identify the SPS
Basic word/question
to identify the SPS
and underlined
Component of SPS Check with the
Science process skills
concept
BSPS ISPS
O Cl M P I Co
m
ST
R
Hy
p
CVEx ID Do Fm
Example -1
if an activity include that “When
a piece of paper is set at the
bottom of container and keep it
upside down and push it
underwater, what will happens?”
Prediction:
What will happen…..?
2. What do you think
happen…….?
3. Which will….
- - - o - - - - - - - - - Because, “prediction
is a forecast of what a
future observation
might be”.
Example-2
If the activity included that
“bring it out of the water and see
what will happen to the paper,
dry or wet?
Observing:
1. See what happen
2. Let students to
observe..
o - - - - - - - - - - - - Observing using their
sense
Example-3
“Why didn’t the water touch the
paper in the first activity?”
“Why did the paper get wet in
the second activity?”
Inference:
1. Why didn’t the
water touch the paper
in the first activity?”
- - - - o - - - - - - - - An inference is a
statement that attempts
to interpret or explain
a set of observations.
Example-4
Share the observation among the
class.
Share the observation
among the class.
- - - - - o - - - - - - - Communicating is to
express thoughts in ways
that others can understand.19

21. Results
SPS in the Activities of Grade IV TP
21
0
10
20
30
40
50
Grade-IV
24
7
20
4
6 5 11 1
41
Frequency
Process skills
Eleven (10) SPS were identified through the analysis of the. Based on the above results, it is
found that communicating, observing and inferring are mostly involved in the grade IV
TP activities. On the other hand, there was no room for the process skills using time space
relationship, defining operationally and formulating model in the activities analyzed.

22. Results
SPS in the Activities of Grade V TP
22
0
5
10
15
20
25
30
35
40
45
50
Process skills
Frequency
37
Grade-V
33
17
11 9
8
5
1 3 3 1
A total of 11 SPS has been identified in G- V TP activities. Based on the above results, it is
found that observing, communicating , inferring and predicting are mostly involved in
the grade V TP activities. On the other hand, there was no existence of using space- time
relationship and defining operationally in the activities across the chapters in physical science
in grade V.

23. Results
SPS in TP Activities in Grade III-V
Process
skills
Types of skills Frequency & Percentages of SPSs
Grade-3 Grade-4 Grade-5
frequency % frequency % frequency %
BSPS 1.Observing 42 29 24 22 37 29
2.Classifying 4 3 7 6 1 1
3.Measuring 0 0 4 4 5 4
4.Predicting 15 10 6 6 11 9
5.Infering 36 24 20 18 17 13
6.Communicating 36 24 41 37 33 26
7.Space-Time Relationships 0 0 0 0 0 0
Total BSPS 133 90 102 93 104 81
ISPS 8.Formulating Hypotheses 0 0 1 1 3 2
9.Controlling Variables 2 1 5 4 9 7
10.Experimenting 1 1 1 1 3 2
11.Interpreting data 1 1 1 1 8 6
12.Defining Operationally 6 4 0 0 0 0
13.Formulating model 4 3 0 0 1 1
Total ISPS 14 10 8 7 24 19
Total skills (BSPS & ISPS) 147 110 128
23

24. Results
Pattern of Science process skills across the
grades level(Grade III-V)
24
0
5
10
15
20
25
30
35
40
45
50
Grade- 3
Grade-4
Grade-5
Percentage
Process skills
SPS does not hierarchically exist within the three grade levels.

25. Results
Grade wise pattern of distribution of
Science Process Skills(BSPS and ISPS)
25
0%
20%
40%
60%
80%
100%
Grade-III GradeIV GradeV
BSPS
ISPS
90% 93%
81%
10% 7% 19%
ISPS were not increasingly promoted from grade3-5. Overall, a pattern of emphasizing the
BSPS in all grades and the ISPS are less emphasized in the TP activities

26. The SPS (BSPS and ISPS) Involvement in the
TP, Text Book and Curriculum
Grade Chapter Name of the
Document
Science Process skills(SPS)
BSPS ISPS
O Cl M P I Com ST
R
FH CV Exp Id D
O
F
m
3
Water TP 23 3 - 9 20 20 - - 1 - - 3 4
TB 3 - - - 1 2 - - - - - - -
CURRI - - - - 1 6 - - - 5 - - -
Air TP 19 1 - 6 16 16 - - 1 - 1 4 -
TB 2 - 1 - 3 1 - - - - - - -
CURRI. - - - - 2 4 - - - 2 - - -
4
Electric Energy TP 7 2 - 1 6 11 - - 1 - - - -
TB - - - - - - - - - - - -
CURRI - - - - - 4 - - - - - - -
Heat Energy TP 8 - 4 5 9 16 - 1 2 1 1 - -
TB 4 - 1 2 4 3 1 - 1 - 1 - -
CURRI 2 - - - 7 8 - - - 1 - - -
Sound Energy TP 9 5 - - 5 14 - - 2 - - - -
TB 7 - - - 3 1 - - 2 - - - -
CURRI - - - - - 4 - - - - - - -
5
Matter TP 6 - 3 5 5 5 - - 3 - 6 - 1
TB 4 - - - 2 2 - - - - - - -
CURRI 1 - - - - 4 - - - 2 - - -
Classification of
Matter
TP 12 - - 2 7 14 - - - - - - -
TB - - - - - 4 - - - - - - -
CURRI 1 3 - - - 2 - - - - - - -
Energy TP 19 1 2 4 5 14 - 3 6 3 2 - -
TB 2 - - - 4 - - - 1 - - - -26

27. Conclusion
 Among the 13 SPS examined in this study for this research, 12 were found in the TP
activities . There is no space for time-space relationship in Physical Science in any
grade level.
 Only BSPS Observing, communicating, inferring and predicting are mostly involved
in the activity in all grade levels. Other BSPS and integrated science process skills
(ISPS) were less emphasized.
 There are no learning hierarchy of SPS reflected with in the TP activities of the
elementary grade levels. A pattern of emphasizing the BSPS in the activities all
grade while less emphasis were given in the ISPS the activities studied.
 When these TP activity analysis results regarding BSPS and ISPS were compared
with curriculum and textbook. It was found that both text book and curriculum
failed to include most of the BSPS and ISPS. Although, TP activities included more
BSPS and ISPS than the curriculum and text book but TP still failed to include or
less emphasized some important BSPS and ISPS . This might be due to the lack of
contents and activities in the textbook and curriculum that cause those problems.
Because, TP developed based on the text book contents.
27

28. Recommendations
• More SPS related contents and activity needs to be added to the science TP at
all levels in order to help students to be developed SPS.
• TP activity should promote the hierarchy of process skills.TP activities in the
grade three should focus more on basic skills. Similarly, TP activities of the
grade four and five should focus more on promoting integrated skills.
• Curriculum developers, textbook writers, teachers, Teaching Package and other
Teacher’s Guide developers should also address this concern.
• And its implementation in the relevant areas of primary teacher’s professional
development following initiatives can be taken such as Subject based training
,Sub-cluster training, Lesson study .
28

29.  Aktamis, H.,&Ergin,O.(2008). The effect of scientific process skills education on students' scientific creativity, science attitudes and academic
achievements. Asia-Pacific Forum on Science Learning & Teaching,9(4), 4.
 Akinbobola, A.O. (2006). Analysis of Science Process Skills in West African Senior Secondary School Certificate Physics Practical Examinations in
Nigeria. American-Eurasian Journal of Scientific Research 5(4), 234-240.
 Aziz, M. S. &Zain,A.N.(2010).The inclusion of science process skills in Yemeni Secondary school Physics text books. EuropeanJjournal of Physics
Education,44-50.
 Bilgin, I.(2006).The effect of hands-on activities incorporating a cooperative learning approach on eight students‟ science process skills and attitudes
towards science. Journal of Baltic Science Education,9(1), 27-36.
 Esler,W. K.(2001).Teaching Elementary Science: A Full Spectrum Science Instruction Approach Wadsworth Thomson Learning
 Finley,F.N.(1983).Science Processes. Journal of Research in Science Teaching. 20(1 ), 47-54
 Gagne,R. M.(1965). “Psychological Issues in Science-A Process Approach”,In the Psychological Basis of Science-A Process Approach.Washington DC:Commission
on Science Education,AAAS.
 Harlen, W. (1999). Purposes and Procedures for Assessing Science Process Skills. Assessment in Education: Principles, Policy & Practice, 6, 129-145.
 Helgeson, S. L.( 1989). Problem solving in middle school science.In What Research Says to the Science Teacher. National Science Teachers Association 5,
13–34
 JICA.(2009). Study on Bangladesh primary mathematics &Science curriculum and Text books:Grade1to 5Math &Grade 3to 5 science.
 Ostlund, K. L. (1992). Science process skills-Assessing Hands on Student Performance. Dale Seymour Publications
 Padilla, M. (1990). The science process skills. Research Matter to the Science Teacher, No. 9004.
 Rezba, R. J., Sprague, C., Fiel, R. L. & Funk, H. J. (2007). Learning and assessing science process skills (3rd Ed). United States of America: Kendal/Hunt
Publishing Company
 Tobin,K.& Capie,W.(1980).Teaching Process Skills in the Middle School.School Science and Mathematics.80,590-600.
 Lumbantobing,R. (2004). Comparative Study on Process Skills in the Elementary Science Curriculum and Textbooks between Indonesia and Japan.
広島大学大学 院教育学研究科紀要, 第二部, 第53号, 31-38.
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References

30. End of Presentation
Thank you for your attention!
Welcome Questions and Comments
30