Science process skills

1. Melanie Obis Junio, PhD
University of the Assumption
email ad: junio_lanie85@yahoo.com.ph
ACQUISITION OF BASIC SCIENCE PROCESS
SKILLS AND SCIENTIFIC ATTITUDES TOWARD
BECOMING INQUISITIVE, CREATIVE AND
CRITICAL THINKER

2. FORMAT OF THE SHARING
• Why me?
• Science Process Skills, Scientific
Attitudes, Goals of Science Education

3. WHY ME?
RSTEF 2017
Our Study

4. Melanie O. Junio, PhD, Ma. Ana T. Quimbo, PhD,
Edwin Mejia, Rowena Agajona, Djela Tupe
INFLUENCE OF LESSON STUDY
ON ELEMENTARY SCHOOL SCIENCE TEACHERS’
PEDAGOGICAL CONTENT KNOWLEDGE
ON NATURE OF SCIENCE

5. INFLUENCE OF LESSON STUDY
ON ELEMENTARY SCHOOL SCIENCE TEACHERS’
PEDAGOGICAL CONTENT KNOWLEDGE
ON NATURE OF SCIENCE

6. TEACHERS’ DEFINITION OF SCIENCE
6
Science is a systematized
body of knowledge based
from truths and facts of life
acquired through different
science processes such as
observing, experimenting, etc.

7. TEACHERS’ DEFINITION OF SCIENCE
7
Science is a systematized
body of knowledge based
from truths and facts of life
acquired through different
science processes such as
observing, experimenting, etc.

10. AIM OF THE STUDY
10
Develop PCK for NOS among
elementary school science
teachers in the context of Grade 3
– Matter Strand of the K to 12
Science Curriculum (as of
December 2013)

11. EXAMPLE – OBSERVING / OBSERVATION
11
Observation –
information about an
object, substance or
event gained through
the senses
Observing – using the
senses to explore the
characteristics or
properties of an object,
substance, or event
Scientific
knowledge is
empirical (based
on evidence).

12. ACQUISITION OF BASIC SCIENCE PROCESS
SKILLS AND SCIENTIFIC ATTITUDES
TOWARD BECOMING INQUISITIVE, CREATIVE
AND CRITICAL THINKER

13. SCIENCE PROCESS SKILLS
13

14. 14

15. PROCESS SKILLS (Rezba, 2007)
15
Methods by which
scientific knowledge is
produced

16. BASIC SCIENCE PROCESS SKILLS
16
• Observing
• Communicating
• Classifying
• Measuring
• Inferring
• Predicting

17. • Identifying variables
• Constructing a table of
data
• Constructing a graph
• Describing relationships
between variables
• Acquiring and processing
your own data
• Analyzing investigations
• Constructing hypothesis
• Defining variables
operationally
• Designing experiments
• Experimenting
INTEGRATED SCIENCE PROCESS SKILLS
17

18. 18
Process skills as a foundation for increased understanding of science (Reprinted
from Rezba, et al., 2007)
Experimenting
DesigningInvestigations AnalyzingInvestigations DescribingRelationships
Constructing
Hypotheses
Acquiringand
ProcessingData
DefiningVariables
Operationally
ConstructingGraphs
IdentifyingVariables ConstructingaDataTable
Predicting Measuring
Communicating
Inferring Classifying
Observing

19. 19

20. BASIC SCIENCE PROCESS SKILLS
20

21. 21
• Observing – using the five sense to collect information
about natural phenomena
• Communicating – sharing your observations with
someone else
• Classifying – sorting objects or phenomena into groups
based on observations
• Measuring – quantifying observations
• Inferring – using observations and linking them to
previous experiences to reach a logical conclusion,
explanation, or interpretation about natural phenomena
• Predicting – forecasting outcomes of future events
based on observations and prior knowledge

22. 22
• Observing – using the five sense to collect information
about natural phenomena
• Communicating – sharing your observations with
someone else
• Classifying – sorting objects or phenomena into groups
based on observations
• Measuring – quantifying observations
• Inferring – using observations and linking them to
previous experiences to reach a logical conclusion,
explanation, or interpretation about natural phenomena
• Predicting – forecasting outcomes of future events
based on observations and prior knowledge

23. 23
The relationship between some process skills and the nature of scientific knowledge (Reprinted from Bell, 2009)

24. 24
The relationship between some process skills and the nature of scientific knowledge (Reprinted from Bell, 2009)

25. ACQUISITION OF BASIC SCIENCE PROCESS
SKILLS AND SCIENTIFIC ATTITUDES TOWARD
BECOMING INQUISITIVE, CREATIVE AND
CRITICAL THINKER

26. SCIENTIFIC ATTITUDES
26

27. 27

28. 28

29. A SHORT LIST
29
• Curiosity
• Logical and systematic
• Open-minded
• Intellectually honest
• Works hard and is persistent
• Does not jump into conclusions
• Etc.

30. 30
May the Holy Spirit guide us
to have an open mind
especially when we feel
we know everything.
Fr. Josel, UA President

31. ACQUISITION OF BASIC SCIENCE PROCESS
SKILLS AND SCIENTIFIC ATTITUDES TOWARD
BECOMING INQUISITIVE, CREATIVE AND
CRITICAL THINKER

32. OBSERVING, COMMUNICATING, INFERRING,
PREDICTING
32

33. PERSONAL EXPERIENCES
33

34. OBSERVE THE PICTURE.
34

35. • The mango is ripe.
• The mango is yellow.
• The mango has black spots.
• The mango is sweet.
• The mango is delicious.
• The mango is our national
fruit.
• The mango is round on the
upper end and pointed at the
lower end.
OBSERVE THE MANGO IN THE PICTURE.
35

36. • The mango is ripe.
• The mango is yellow.
• The mango has black spots.
• The mango is sweet.
• The mango is delicious.
• The mango is our national
fruit.
• The mango is round on the
upper end and pointed at the
lower end.
OBSERVE THE MANGO IN THE PICTURE.
36

37. • The mango is ripe.
• The mango is yellow.
• The mango has black spots.
• The mango is sweet.
• The mango is delicious.
• The mango is our national
fruit.
• The mango is round on the
upper end and pointed at the
lower end.
OBSERVE THE MANGO IN THE PICTURE.
37

38. • The water is boiling.
• The water is evaporating.
• There are bubbles in the
water.
• Steam is coming out of the
water.
• The water is hot.
• The level of the water
inside the container is
about 400 mL.
OBSERVE THE SET-UP
38

39. • The water is boiling.
• The water is evaporating.
• There are bubbles in the
water.
• Steam is coming out of the
water.
• The water is hot.
• The level of the water
inside the container is
about 400 mL.
OBSERVE THE SET-UP
39

40. • The water is boiling.
• The water is evaporating.
• There are bubbles in the
water.
• Steam is coming out of the
water.
• The water is hot.
• The level of the water
inside the container is
about 400 mL.
OBSERVE THE SET-UP
40

41. LESSON STUDY FOR DISSERTATION
41

42. • The baby is
crying.
• The baby has no
shirt.
• The baby is cute.
• The baby has a
wry mouth.
OBSERVE THE BABY IN THE PICTURE
42

43. • The baby is
crying.
• The baby has no
shirt.
• The baby is cute.
• The baby has a
wry mouth.
OBSERVE THE BABY IN THE PICTURE
43

44. • The baby is
crying.
• The baby has no
shirt.
• The baby is cute.
• The baby has a
wry mouth.
OBSERVE THE BABY IN THE PICTURE
44

45. OBSERVE THE SET-UP
45

46. • The shape of the
object is a cube.
• The object is cold.
• The object is
smooth.
• The object has an
irregular shape.
• The object is
colorless.
OBSERVE THE SET-UP
46

47. EXPLAIN YOUR OBSERVATIONS
47
• The object melted.
• Somebody changed the content of the tray.

48. 48
Table 1: Items #3b and 3e – Performing the process skills of observing and inferring
Task Teacher A’s answer Teacher Y’s answer
a. (Instructions given by
the researcher)
Observe the set-up (a
tray with an ice cube)
on the table. Write
your observation(s).
Observe it again after
10 minutes. Write
your observations.
The ice on a tray is in a
solid form. After a few
minutes, the ice melts and
it became liquid.
 The ice on the
container melted due to
heat.
 The solid ice turned
into liquid due to heat.
b. Explain your
observations in letter
b.
At the beginning, the ice
on the tray is solid. After a
few minutes it became
liquid.
The ice melted due to heat.

49. CONFUSED
49

50. OBSERVING AND INFERRING
There is a difference between observation and inference
(Lederman, 1999; etc.).
50

51. • Observing = Inferring
• Inferring = Predicting
• Inferring = Giving an opinion
MISCONCEPTIONS
51

52. LESSON PLAN – PROPERTIES OF LIQUIDS
52
Objectives: After the lesson, the Grade 3 pupils
will be able to:
1.Observe the shape and volume of liquids after
having been transferred from one container to
another.
2.Formulate inferences about the shape and
volume of liquids based on their observations.

53. 53

54. 54
Pupil
#
Draw the shape of the
liquid.
Do you think the
volume of the
liquid changed
when you
transferred it to
your container?
(Yes or No)
Remarks: Did
some liquid spill
while you were
transferring it to
your container?
(Yes or No)
1
2
3
4
5
6

55. CLASSIFYING
55

56. CLASSIFY THE FOLLOWING OBJECTS.
56

57. 57

58. 58

59. 59
There is often no
single “right” answer
in science.

60. MEASURING
Basic Measurement Concepts (Justina Gonzales, MA, Melanie Junio, PhD)
60

61. 61

62. 62

63. 63

64. 64

65. 65

66. 66

67. 1.3 cm or 1.4 cm
67
• 1.3 cm
• 1.4 cm
• 1.3 ½ cm
• 1.35 cm
• 1 cm
• 1.30 cm
• 1.4 inch
• 1.30 inc.
• 1 cm 3.5
• 1.3.5 cm
• 1 ¼ cm / 1.4 cm

68. • 1.35 cm
• 1.3 ½ cm
• 1.3 cm
• 1.4 cm
• 1.03 cm
• 13.5 mm
• 1.34 cm
• 1.3.5 cm
• 1 cm 3.5
1.34 cm or 1.35 cm
68

69. • 1 cm
• 1.0 cm
• 1.00 cm
• 1 inch
1.0 cm
69

70. • 1.4 cm
• 1.40 cm
• 1 cm and 4 mm or
14 mm
1.40 cm
70

71. • 1 cm
• 1.00 cm
• 1.0 cm
1.00 cm
71

72. 72

73. 1.3 cm or 1.4 cm
73
• 1.3 cm
• 1.4 cm
• 1.3 ½ cm
• 1.35 cm
• 1 cm
• 1.30 cm
• 1.4 inch
• 1.30 inc.
• 1 cm 3.5
• 1.3.5 cm
• 1 ¼ cm / 1.4 cm

74. 74
“… argue we must … agree we also
must … Let reason guide us, but not
reason alone; let it be reason
tempered with respect, responsibility,
and collegiality.”
(UP President Danilo L. Concepcion, 2017)

75. HOW DO WE TEACH BASIC SCIENCE PROCESS
SKILLS?
75
• “I do it”, “We do it”, “You do it” or the
“model-prompt-check” system so that
the learners assimilate the proper way
of performing the skill (Hammond,
2013).
• Address student thinking (Lesson
Study)
• Link it with NOS (Bell, 2007)

76. 76

77. ACQUISITION OF BASIC SCIENCE PROCESS
SKILLS AND SCIENTIFIC ATTITUDES TOWARD
BECOMING INQUISITIVE, CREATIVE AND
CRITICAL THINKER

78. ACKNOWLEDGEMENT
78

79. 79
Maraming
Salamat
po…