science processes

Goal of Science Teaching:
• To develop the students’ competence in
searching for knowledge and information in the
use of a number of basic as well as integrated
science processes
• Acquire skill in developing the scientific method

• Arouse and sustain interest in future
science-based pursuits

The Science Processes
• For the lower levels in the Elementary Level:
1. Observing – process where in we interact using our 5
senses:
• Sight
• Hearing
• Smelling
• Tasting
• Touch
Observations – refers to the statements that give information
learned through the use of five senses.
Inferences - identify , judge, or guess and as a result the students
will formulate a conclusion

How to Develop the Skill
1. Make sure that the students are required to use several, if not
all, the five senses.
2. Include observation of things that are moving or objects that are
likely to produce changes
3. Use materials and objects with different characteristics
4. Allow them to use numerical descriptions
5. Plan lessons where they have to observe things and events
6. Stick to statements about what they observe

Advantages in Developing the Skill
1. Students become keen in gathering information
through the use of the senses
2. The observations they gather will be real
3. They are more competent in answering or solving
problem situations rather than depend on hearsays
and untested solutions
4. Constant use of the senses
5. They develop a scientific mind

2. Comparing – the ability to recognize the

similarities and differences of things being
observed

1. Enables the students to analyze the information
gathered by observing accurately and honestly
2. Care in comparing guarantees precision and authenticity
3. Enables the students to evaluate evidence whether to
accept or reject them before formulating a conclusion
4. They become wise decision-maker
5. An objective comparison facilitates accurate
interpretation of data.

1. Include materials with varied features so as to
sharpen their ability to do the same

2. Refrain from pointing to the property to be examined’
3. Contrasts can be expressed in both quantitative and
qualitative manner

4. Comparisons can be recorded in the form of
tabulations, graphs, or colored illustrations for easy
interpretations

3. Classifying –is a process of grouping or sorting out the
number of objects according to observable characteristics they
possess.

1. Making it easy to look for them when needed’
2. A neat and properly arranged room speaks of a
systematic and disciplined group of students

3. An orderly learning environment is pleasant, safe and
a joy to stay in
4. Systematic habits of work

5. Easy to analyze and interpret the data collected

1. Start by requiring the students to classify their things at
home
2. A student can classify a number of objects if he/she
discovers the characteristics, property or quality of the
objects where the classification ca be based
3. Expose them in the learning area in the school
4. Go out of the classroom and observe how things are
classified in nature
5. Use only one characteristic at a time in classifying things
to avoid confusion

4.Measuring –the process of comparing an
unknown quantity to a standard
1. The skill in measuring insures accurate results in an
experiment
2. Quantifying observations facilitates analysis and
interpretation of data
3. Students develop the values of preciseness, care, and
authenticity
4. Wasted of time, effort and expensive materials are avoided
if students stick to accurate measurement.

5. The habits of study and work are developed if the students
are skilled in measuring

1. Consistently require students to quantify their answers
about measurable materials to be used until the habit is
formed.
2. Hurried measurements often result to inaccurate data.
3. The measuring unit must be appropriate.

4. Provide sufficient practice in using common measuring
instruments.
5. Always emphasize the importance of accurate
measurements in order to avoid wastage of materials

For the higher level and on the secondary level, the
integrated processes are ;
1. Inferring – is an interpretation or a tentative
conclusion based on observations.

1. The skill can lead them into investigations following the
scientific method.
2. Inferring can enhance their reasoning ability.
3. They will be motivated to gather more observations in
order to form correct inferences.

1. Provide more practice on inferring to sharpen
their reasoning ability.

2. Caution them in forming ideas only after
gathering enough observations that were
thoroughly analyzed.
3. Problem solving that calls for tentative
conclusions can develop the skill in the long run.

Predicting – the process of making a forecast based on
observed events. The prediction made between
observed data are called interpolation and

extrapolation.

Advantages in Developing the skill
1. Students become more careful in making forecast,
otherwise they will be turn out to be guesses.

2. Skill in predicting speaks of a scientific mind.
3.This is guarantee that students will always be confident
in following the scientific method.

4. Constant practice in predicting makes students sticks to
accurate measurements, data and other information.

1. record observations in the form of graphs or
tabulations where students can see a trend or a
pattern.
2. Provide experiences in making forecasts about events
in the environment that are controlled by time,
measuring equipment and price.
3. Emphasize that there may be several variables that can
affect the predicted event , hence the prediction will
not be accurate.

4. Caution them on making predictions beyond observed
events because the same result cannot be gauranteed.

Controlling Variables
Variable-the factor or condition the effect of which is
being tested.

Classification of variables
A. Manipulated
B. Constant
C. Responding

1. The students become skilled in searching for reliable
evidence before formulating a conclusion
2. The training on how to design on experiment is
developed
3. Such a controlled set up enables students to follow the
scientific method.

1. identify clearly the variable to be changed.
2. be strict with keeping the rest of the conditions the
same.
3. They will be trained in searching for cause-and-effect
in some conditions in the environment.

4. How to arrive at correct conclusions must be the
objective.

Interpreting Data - the relationship between the causeand-effect condition in a controlled set-up becomes
easy to interpret if the data is recorded in a tabulation
or a graph.

1. The students become skilled in determining
relationship between variables. A proficiency muchneeded in interpreting results.
2. Observations will definitely enable them to follow the
steps of the scientific method.
3. Proficiency in interpreting observations will be
developed.

1. Train them in presenting data through various
illustrations

2. Let them interpret different kinds of
relationship between relevant and irrelevant data
3. An objective and unbiased interpretation form
part of their study and work habits

Experimenting –the final test that requires
competence in science processes especially
controlling variables interpreting data and
formulating hypothesis

Steps in Scientific Method
• Identifying the problem
• Formulating a tentative solution

• Choosing the likely hypothesis
• Testing the hypothesis
• Collecting, recording and analyzing data
• Formulating conclusion

Advantages in Developing the skill
1.

A scientific mind that has cultivated a
scientific methodology is definitely one of the
best goals of science teaching

2. The skill in experimenting has a lasting
effect on how they approach any learning
activity
3. They learn to manage their own lives
problem-wise

How to develop the Skill
1. 1. Making every learning activity problem-based
and solution—oriented is ideal in a science course.
2. Consistent guidance in following the procedures is
recommended.
3. Involve the students in planning and implementing
the designed set-up.
4. Revision in some steps in the procedure may be
allowed in order to enhance their creativity in
finding appropriate answers to everyday inquires.

science processes

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