This document discusses science processes that are important to teach students. It outlines basic processes like observing, comparing, classifying and measuring that are taught to younger elementary students. More advanced processes like inferring, controlling variables, predicting, interpreting data and drawing conclusions are taught to older elementary and secondary students. Each process is defined and examples are given of how to develop students' skills in each process. The goal is to help students learn to search for knowledge, think scientifically, and follow the scientific method.

1. The Teaching of Science
Prepared by: Iris E.
Israel

2. LESSON 4 –The Science
Processes

3. INTRODUCTION
One of the long-range goals of science
teaching is to develop the students’
competence in searching for
knowledge and information through
the use of basic as well as integrated
science process.

4. The Science Processes
The basic science processes that are highly
considered in preparing learning activities are the
following: For the lower grades in the elementary
level:
a) observing
b) comparing
c) classifying
d) measuring

5. For the higher level on to the secondary
level, the integrated process are:
a) inferring
c) controlling variables
b) predicting
d) interpreting data
e) drawing conclusions and generalization

6. OBSERVING
is a process wherein we react by using our five
senses – sight, hearing, smelling , tasting and
touch
Science teaching must provide experiences
through the intelligent use of one or all of the
senses as they search for information about
nature, objects and happenings in their
surroundings.
All statements that give information learned
through the use of the five senses called
observations

7. COMPARING
is the ability to recognize the
similarities and differences of things
being observed.
After developing the skill in
observing through an intelligent use
of their senses, children notice the
detailed characteristics that
differentiate one thing from another
though they are the same kind.

8. WHY IS COMPARING CONSIDEREDA SCIENCE
PROCESS?
It is in itself a method or a system by
which the observations could be adjudged
reliable and accurate.
It is based on some observable
characteristics of the objects being
compared.
Therefore, the comparison is objective,
only what is seen or heard and not what they
think it is,

9. CLASSIFYING
is a process of grouping or sorting out number
of objects according to observable characteristics
they process.
These characteristics serve as the criteria in
classifying them.

10. MEASURING
is the process of comparing an
unknown quantity to a standard.
To indicate length, width and area, a
standard called a unit is used which is
a meter or a centimeter. The volume
of liquids is compared to a millimeter.
Distance is indicated in kilometers
and temperatures in degree.

11. ADVANTAGES IN DEVELOPING THE SKILL
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 in performing learning activities and in many tasks
they do at home.
4. Wastage of time, effort and expensive materials are avoided if
students stick to accurate measurements.
5. Worthwhile habits work and study are developed if students are
skilled in measuring.
6. Students can quantify their performance in learning activities
and be satisfied with the grades they receive. If dissatisfied it
will motivate them to study and work harder.

12. HOWTO DEVELOP THE SKILL
1. Consistently require students to quantify their answers about
measurable materials to be used until the habit is formed. They
will be using the skill in many things they do at home.
2. Hurried measurements often result to inaccurate data. Provide
sufficient time especially when mixing substances in an
experiment.
3. The measuring unit must be appropriate such as a meter for
needed clothing material for a dress.
4. Provide sufficient practice in using common measuring
instrument such as weighing skill, watch, spring balance and
graduate cylinder.
5. Always emphasize the importance of accurate measurements in
order to avoid wastage of materials.

13. INFERRING
means to state an idea which is
based on observations.
An inference is an interpretation or a
tentative conclusion based on
observations.
Sometimes an inference may take
the form of a judgment or evaluation.

14. 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.
ADVANTAGES IN DEVELOPINGTHE SKILL

15. 1. Provide more practice on inferring to sharpen their
reasoning activity.
2. When asking for inferences, caution them in forming
ideas only after gather enough observations that were
thoroughly analysed.
3. Problem solving that call for tentative conclusions can
develop in the long run.
HOWTO DEVELOP THE SKILL

16. PREDICTING
is the process of making a
forecast based on observed events.
We make predictions based on the
past and present observation.

17. 1. With the skill well-developed, students become more
careful in making forecasts, otherwise they will turn
out to be guesses.
2. Skill in predicting speaks of a scientific mind.
3. For as long as the forecast is based on reliable data,
this is a guarantee that students will always be
confident in following the scientific method.
4. Constant practice in predicting makes students stick to
accurate measurements, data and information.
ADVANTAGES IN DEVELOPINGTHE SKILL

18. 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 results cannot be guaranteed.
HOWTO DEVELOP THE SKILL

19. CONTROLLING
VARIABLES
is the factor or condition the effect of
which is being tested.
The variables in an experiment are
classified into:
Manipulated, the factor being
changed or varied
Constant, the variable kept
unchanged
Responding, the resulting variable
or condition

20. 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.
ADVANTAGES IN DEVELOPINGTHE SKILL

21. 1. Before proceeding, identify clearly the variable to be
changed.
2. Be strict with keeping the rest of the conditions the
same.
3. Provide practice in this kind of activity. They will be
trained in searching for cause-and-effects in some
conditions in the environment.
4. How to arrive at correct conclusions must be the
objectives.
HOWTO DEVELOP THE SKILL

22. INTERPRETING
DATA
data collected from a variable in an
experiment should be analyzed
thoroughly in order to arrive at a clear
and reliable conclusion
The relationship between the cause-
and-effect condition in a controlled set-
up becomes easy to interpret if the data is
recorded tabulation or a graph.

23. 1. The students become skilled in determining
relationships between variables, a proficiency much-
needed in interpreting results.
2. The exercise will sharpen their ability in observing and
recording data in an orderly manner. Observations will
definitely enable them to follow the steps of the
scientific method.
3. Proficiency in interpreting observations will be
developed.
ADVANTAGES IN DEVELOPINGTHE SKILL

24. 1. Train them in presenting data through various
illustrations such as colored graphs, circular diagrams
to show percentages and tabulations. This practice will
enhance their creativity in presenting data.
2. Let them interpret different kinds of relationships in
order to make them differentiate between relevant and
irrelevant data.
3. An objective and unbiased interpretation form part of
their study and work habits.
HOWTO DEVELOP THE SKILL

25. EXPERIMENTING
The skill in experimenting is the final test
that requires competence in science processes
especially controlling variables, interpreting
data and formulating hypothesis.

26. Experimenting is the best way to show the steps of
the scientific method: They are:
a) Identifying the problem, objective or question to
be answered
b) Formulating a tentative solution, also termed
hypothesis
c) Choosing the likely hypothesis
d) Testing the hypothesis
e) Collecting, recording and analyzing data
f) Formulating conclusion

27. 1. A scientific mind that has cultivated methodology is
definitely one of the goals of science teaching
2. The skill in experimenting has a lasting effect on how
they approach any learning activity, individually or in
cooperation with co-experimenters.
3. It becomes easy for students to try to seek solutions or
answers to everyday problems and questions. They
learn to manage their own lives problem-wise.
ADVANTAGES IN DEVELOPINGTHE SKILL

28. 1. Making every learning activity problem-based and
solution-oriented is ideal in a science course.
2. The scientific methodology becomes perfected if
students experience success and are recognized.
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 every inquiries.
HOWTO DEVELOP THE SKILL

29. THANK
YOU