A ppt explains the emergence, sequence and uniqueness of Science Process Skills

1. A NAVIGATION
into
SCIENCE PROCESS SKILLS
Dr.R.RAMNATH
Assistant Professor
Department of
Education
Alagappa University

2. Three
dimensions of
science
•Content
•Processes of
doing
Science
•Scientific attitude

3. The processes
of doing
science that
scientists use
Same skills that
we all use in
our daily lives

4. K to 12 Curriculum is
in spiral
progression
Scientific literacy
Learners become
independent by
developing their
process skills, logical
thinking and critical
thinking skills.

5. Assimilation
• The first stage of a cognitive process
which integrates new perceptual, motor,
or conceptual matter into existing
schemata or patterns of behaviour
• A person can assimilate easily by
existing / similar experiences
Accommodation
• Child tries to assimilate new stimulus
into existing schemata when confronted
with it
• Also an individual can create a new
schema to place stimulus or can modify
an existing schema to fit the new
stimulus
• While constructing new schema, one's
environment affects his or her cognitive

12. Process and Product

14. Probabilities of SPS from
KG -12

15. Processes of science
Knowledge as a result
comprehension and explanation
through the development of
fundamental principles is
'content' or 'products' or
'major concepts' of
science'
• The body of knowledge
= knot
• Knots of contents =
Science begins to make

16. Related
Terms
• thinking skills
• scientific
thinking
• reasoning skills
• cognitive
development
• critical thinking

17. The Secondary Science Curriculum Review
(SSCR, 1987) identifies skills as being separate
from processes
A skill
Seen as a
specific activity
which a student
can be trained
to do.
Process
Seen as a
rational activity
involving the
application of a
range of
skills

18. Nedelsky (1965) classified science contents as
symbolic subject matter and real phenomena
(Theletters, L denote Laboratory competence and Idenotes Intuitiveunderstanding)
Ability L1 :
Knowledge
: verbal and
mathematic
al
Ability I1 :
Understandi
ng : verbal
and
mathematic
al Ability
L2 :
Laboratory
understand
ing of
phenomen
a Ability
I2 : Intuitive
understand
ing Ability
I3 : Ability
to learn
from
experimen
t or
observatio
n
L3 : Ability
to learn
Ability

19. UNESCO (1969-70) Order of sequences
1) Observing - carefully and thoroughly
2) Reporting - completely and accurately what is
observed
3) Organizing - information acquired by the above
process
4) Generalizing - on the basis of acquired information
5) Predicting - as a result of these generalizations
6) Designing - experiments to check these predictions
7) Using models - to explain phenomena where
appropriate
8) Continuing the process - of inquiry when new data
do not conform to predictions

23. SCIENCE-A PROCESS
APPROACH (SAPA-1965-66)
Emphasises the laboratory
method of instruction and
scientific processes of learning
Specific and concrete form
well-planned exercises
Interrelated activities with
corresponding development of
other processes
Terminal behaviour , and the
sequence of tasks
Analyzed into eight basic and five
integrated processes

25. Integrated Science Process Skills
• Formulating Hypotheses
• Identifying of Variables
• Defining Variables
• Describing Relationships Between Variables
• Designing Investigations
• Experimenting
• Interpreting data – Acquiring , Organizing , Analyzing Data
• Understanding Cause and Effect Relationships
• Formulating Models

27. Observing
Most fundamental of all
of the processes
Gathering of information
through the use of any
one or combination of the
five basic senses
May also be used to
express the result of
observing
Observations can also be
called data or facts.

28. Observing -Sequence
a. Distinguish differences in physical properties
b. Manipulate or change
c. Use instruments to aid the senses in making observations
d. Make observations (not inferences)
e. Repeat observations (improving reliability)
f. Use measurement to refining
g. Order events chronologically
h. Identify changes
i. Differentiate constants from other variables
j. Identify correlation changes in variables

29. Classification
Grouping objects on
the basis of observable
traits
Somewhat arbitrary
depending upon the
trait selected
It is two fold
• first, to identify traits and,
• second, one must select traits

30. Classification –Sequence
a. Perceive similarities and differences in a set of objects.
b. Separate a set of objects into two groups
c. Group a set of objects on the basis of a gross
characteristic(colour or shape)
d. Use quantitative measurements as criteria for grouping
e. Develop classificational schemes of two or more stages
f. Use an accepted classification system or key

31. Measuring
Measuring properties
of objects and events
Can be
accomplished by
direct comparison or
by indirect
comparison with
arbitrary units
May be standardized

32. Measuring-Sequence
a. Order objects in terms size, shape and weight
b. Order objects by measuring devices without regard for
quantitative units
c. Compare length, area, volume and weight ,compare
time to units of motions
d. Use standard units for measurements
e. Select one system of units for all related measurements
f. Identify measurable quantities
g. Convert from one system of units to another
h. Use and devise indirect means to measure quantities

33. Inferring
• An inventive process
in which an
assumption of cause
is generated to explain
an observed event
• Also influence actions
• The nature of this
process is inventive
within the parameters
of cosmology and
culture

34. Inferring -Sequence
a. Demonstrate that inference is based upon observation
b. Separate pertinent observations upon which given inferences are
based from those
which are extraneous
c. Develop an inference from a set of related observations
d. Develop a series of inferences from a set of related observations
e. State cause-and-effect relationships from observation of related
events
f. Identify limitations of inferences
g. Develop plans to test the validity of inferences
h. Use inferences to suggest further observations
i. Extend inferences to formulate models
•

35. Predicting
• Projecting events based upon
a body of information
• Both in future intend and
historical precedent it
emerges for a data base
rather than being just a guess
• A guess is not a prediction.
• Predictions must also be
testable.
• This means that predictions
are accepted or rejected
based upon observed criteria

36. Predicting –Sequence
a. Distinguish between guessing and predicting
b. Use repeated observations of an event to predict the next
occurrence of that event
c. Use a series of related observations to predict an
unobserved event
d. Use quantitative measurement as a means of improving the
accuracy of predictions
e. Use interpolation and extrapolation as a means for making
predictions.
f. Establish criteria for stating confidence in predictions

37. Relationships
• The interaction of
variables
• Can be a kind of influence
or counter influence
• Occur in multiple or single
dimensions
• Multiple dimension relationship:
Speed with distance and time
representing the two dimensions
• Single dimension relationships: Can
only be expressed with relative terms
such as over, under, near, far, etc.

38. The inherent nature
of this skill is that it
requires analytical
thought in which one
seeks to dissect
cause from effect.
The causal elements
are the system's
variables and the
effect is the resulting
interaction.

39. Communication
• This process actually refers
to a group of skills, all of
which represent some form
of systematic reporting of
data.
• The most common
examples include data
display tables, charts and
graphs
• The process is conceptually
fairly simple and is
frequently based upon

40. The maximum amount of data can be reviewed toward
discovering inherent patterns of association such as ability
to see and, consequently represent information as the
interplay among influencing variables

42. Communication- Sequence
a. Describe observations verbally
b. Describe conditions under which observations were
made clear
c. Record observations in a systematic way
d. State questions and hypotheses concisely
e. Construct tables and graphs to communicate data
f. Plan for communication of procedures and results as
an essential part of an experiment
g. Report experimental procedures in a form so other
persons can replicate the experiment
h. Use mathematical analysis, tables and graphs to
convey possible interpretations of data

43. Interpreting data
• Intrinsic ability to recognize
patterns and associations
within bodies of data
• Direct contribution of the
previous process of
communication, to interpreting
data
• The better the data is
represented the more likely
one will detect associations
within the data
• Interpretation probably requires
creative thinking that results in
the invention of conceptual

44. Interpreting data – Sequence
a. Select data pertinent to the
question asked
b. Process raw data to explain
trends or relationships
c. Describe information as it is
displayed on tables or graphs
d. Make and explain inferences
from tables or graphs
e. Set criteria for assessing the
validity precision, and usefulness
of data
f. Compare sets of related data
to test the credibility of
inferences and generalizations
g. Select the most acceptable
interpretation from multiple
interpretations of the same set of
data
h. State criteria for restricting

45. Operational
Definitions
• Measurable, or observable
terms
• Should not require
interpretation of meaning nor
is it relative
• Primarily a research tool and
related to the concern for
controlling variables
• The major function of
operational definitions is to

46. Operational Definitions -
Sequence
a. Distinguish between an operational definition and
a general description.
b. Select characteristics of phenomena suited to use
in an operational definition.
c. State minimal observable characteristics required
for an operational definition.
d. Evaluate and modify specific operational
definitions.
e. Describe the limitations of operational definitions.
f. Use mathematical relationships in making
operational definitions.
g. Formulate operational definitions of experimental

47. Controlling
variables
• A group process (one
may engage in several
different behaviours in an
attempt to control
variables)
• Any attempt to isolate a
single influent of a system
so that it's role can be
inferred
• Requires analytical

48. Hypothesizing
• Intrinsic and creative mental
process rather than a more
straight forward and
obvious behaviour
• Consequently, developing
this ability is probably less a
product of linear training but
more a function of intuitive
thinking that emerges from
experience.

50. Forming Questions and
Hypotheses
Basis of observations made and usually
precede an attempt to evaluate a
situation or event
Questions, when precisely stated, are
problems to be solved through application
of the other processes of science
The formulation of hypotheses depends
directly upon questions, inferences and
prediction
Devising a statement can be tested by
experimentation
When more than one hypothesis is
suggested by a set of observations, each
must be stated separately
A workable hypothesis is stated in such a

51. Hypotheses – Sequence
a. Answer questions confined to specific
observations
b. Separate broad questions into parts to
a
comprehensive explanation
c. Ask questions to state simple
hypotheses which can be
tested
d. State hypotheses in forms which
suggest the variable
to be manipulated
e. Differentiate between hypotheses

52. Experimenting
• Systematic approach to solving a
problem
• Five basic steps:
PROBLEM---->HYPOTHESIS----
>PREDICTIONS---->TEST OF
PREDICTIONS---->EVALUATION OF
HYPOTHESIS
• Each step emerges from the previous
one
• To judge the extent to which an
hypothesis might be true and to set a
standard whereby that judgement is
made
• Scientists tend to think in terms of

53. Experimenting –
Sequence
a. Manipulate materials to make
pertinent observations
b. Identify relevant variables in an
experimental situation
c. Distinguish useful from
extraneous data
d. Maintain an accurate record of
experimental procedures and
results.
e. Control those variables not part
of the hypothesis being tested.
f. Identify sources of experimental
error.
g. Describe the limitations of
experimental apparatus.

54. Formulating Models
Used to describe and
explain the
interrelationships of ideas
In many cases the model
implies new hypotheses
If testing these hypotheses
result in new information,
the model must be altered
to include it

56. Formulating Models-
Sequence
a. Distinguish between
models and reality
b. Construct a physical
representation, a
drawing or a mental
image to explain
observed phenomena
c. Modify existing
models to include new
observations.

57. Valuing
Integrates
several levels
of awareness
and decision-
making
Formed when a
specific
behaviour is
internalized
and

58. Valuing –
Sequence
a. Make choices freely
from a list of
alternatives after
thoughtful
consideration
b. Demonstrate
satisfaction of
choice by private or
public affirmation

59. Thank
You
rrnathedu@gmail.
com