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LESSON 1 To 3 SCIENCE

- Science process skills are abilities like observing, classifying, predicting, and experimenting that reflect scientific inquiry. Basic skills provide a foundation for more complex integrated skills. - Research shows that while many students lack proficiency in basic skills like predicting, these skills can be effectively taught through hands-on activities with feedback. - Studies of science curricula indicate that elementary students not only learn skills through instruction but retain them for applying to new situations.
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0% found this document useful (0 votes)
90 views51 pages

LESSON 1 To 3 SCIENCE

- Science process skills are abilities like observing, classifying, predicting, and experimenting that reflect scientific inquiry. Basic skills provide a foundation for more complex integrated skills. - Research shows that while many students lack proficiency in basic skills like predicting, these skills can be effectively taught through hands-on activities with feedback. - Studies of science curricula indicate that elementary students not only learn skills through instruction but retain them for applying to new situations.
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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SCIENCE is about wonderful nature and natural

phenomena and led to wonder and awe. Science used


experiment or perform experimental process.

NATURE OF SCIENCE

1. Science is a wonderful world.


2. Science is evidence-based.
3. Science has limits.
4. Science knowledge is inherently uncertain
5. Science is dynamic and expanding body of
knowledge.
6. Science is both a product and a process.
7. Science is a field of study.
LEARNING AREA STANDARD
Based on the K to 12 Curriculum Guide for Science, the
main goal of Science teaching is scientific literacy.

The Learning area standard for science teaching is


Wholistic.

HANDS HEART
Scientific attitudes and values that Science teaching
wants to integrate

1. Critical Problem Solving


2. Innovation of beneficial products.
3. Environmental Care
4. Conservation of resources
5. Enhancement of integrity and wellness
6. Informed decision-making
7. Discussion of relevant issues that involves
science, technology and environment.
Belief Intellectual Honesty Curiosity Humility
Open-mindedness Objectivity Inventiveness
Critical-mindedness Responsibility Risk-taking
Science teaching in K to 12 Curriculum intends to
help form Science students who have the making of
scientist and so one who is scientifically literate:

1. Equipped with repertoire of competences important in


the world of work and in a knowledge based society.
2. Scientifically, Technologically and Environmentally
literate and productive member of society.
3. Critical Problem solver.
4. Responsible steward of Nature.
5. Innovative and Creative Citizen.
6. Informed decision-maker.
7. Effective Communicator.
THEORIES OF TEACHING SCIENCE
a. Constructivism
b. Social Cognition
c. Learning Styles
d. Brain-based Learning Theory
e. Experiential Learning
f. Situated Learning
g. Reflective Learning
h. Discovery Learning
i. Cooperative Learning
BRAIN-BASED LEARNING THEORY PRINCIPLES:

1. The brain is a parallel processor.


2. The search for meaning is innate.
3. The search for meaning occurs through “patterning”.
4. Emotions are critical to patterning.
5. Learning is enhanced by a challenge and inhabited by
threat.
GUIDING PRINCIPLES IN THE TEACHING
OF SCIENCE

1. Constructivist principles
2. Discovery Principles
3. Brain-based Principles
4. Collaborative Principles
5. Multiple Intelligences and Learning Styles
THE INQUIRY-BASED
APPROACH
Essential features of Inquiry
1. Learner engages in scientifically-oriented question.
2. Learner gives priority to evidence in responding to
question.
3. Learner formulates explanation from evidence.
4. Learner connects explanations to scientific evidence.
5. Learner communicates and justifies explanation.
Different Levels of Inquiry in the
Classroom

OPEN

GUIDED

STRUCTURED
Science is a process. Teachers are advised to
teach Science by doing science not only by
knowing science

Observing Classifying Inferring Predicting


Measuring Communicating Experimenting
Using space/time relations Formulating Models
Defining Operationally Recognizing Variables
Formulating Hypotheses Interpreting Data
According to the K to 12 Curriculum Guide Science 2013, the aim of the science
curriculum is to produce scientifically literate citizens who are informed and active
participants of the society, responsible decision makers, and apply scientific knowledge
that will significantly impact the society and the environment. Specifically, the science
curriculum is designed to enhance three learning domains of the students. These are
performing scientific processes and skills, understanding and applying scientific
knowledge, and developing scientific attitudes and values. These learning domains are
the basis for drafting the survey questionnaires in this study. With the improvement of
the various learning domains, it is the goal of the K12 curriculum to produce students
who possess the following qualities.
1. Critical/creative problem solver
2. Responsible Steward of Nature
3. Innovative or inventive thinker
4. Informed Decision Maker
5. Effective communicator
CONCLUSION:
• Science teaching in K to 12 Curriculum intends to
help form
Science students who have the making of scientist and so one
who is scientifically literate.

• Science expected to develop in the students scientific attitudes


and values.

• Science is a process. Teachers are advised to


teach Science by
doing science not only by knowing science concepts.
CURRENT
DEVELOPMENT
IN PRIMARY
SCIENCE
THE PROCESSES OF
SCIENCE
One of the most important and
pervasive goals of schooling is to teach
students to think. All school subjects
should share in accomplishing this
overall goal.

Science contributes its unique skills,


with its emphasis on hypothesizing,
manipulating the physical world and
reasoning from data.
The scientific method, scientific
thinking and critical thinking have
been terms used at various times to
describe these science skills.
Today the term "science process
skills" is commonly used.
Popularized by the curriculum
project, Science - A Process
Approach (SAPA), these skills are
defined as a set of broadly
transferable abilities, appropriate to
many science disciplines and
reflective of the behavior of
scientists.
SAPA grouped process skills into
two types-basic and integrated.
The basic (simpler) process skills
provide a foundation for learning the
integrated (more complex) skills.
BASIC SCIENCE
PROCESS SKILLS
• Observing - using the senses to
gather information about an
object or event.
Example: Describing a pencil as
yellow.
• Inferring - making an "educated
guess" about an object or event
based on previously gathered
data or information.
Example: Saying that the person
who used a pencil made a lot of
mistakes because the eraser was
well worn.
• Measuring - using both
standard and nonstandard
measures or estimates to
describe the dimensions of an
object or event.
Example: Using a meter stick to
measure the length of a table in
centimeters.
• Communicating - using words or
graphic symbols to describe an
action, object or event.

Example: Describing the change in


height of a plant over time in
writing or through a graph.
• Classifying - grouping or ordering
objects or events into categories
based on properties or criteria.

Example: Placing all rocks having


certain grain size or hardness into
one group.
• Predicting - stating the outcome
of a future event based on a
pattern of evidence.
Example: Predicting the height of a
plant in two weeks time based on a
graph of its growth during the
previous four weeks.
INTEGRATED SCIENCE
PROCESS SKILLS
• Controlling variables - being able to
identify variables that can affect an
experimental outcome, keeping most
constant while manipulating only the
independent variable.
Example: Realizing through past
experiences that amount of light and water
need to be controlled when testing to see
how the addition of organic matter affects
the growth of beans.
• Defining operationally - stating
how to measure a variable in an
experiment.

Example: Stating that bean growth


will be measured in centimeters
per week.
• Formulating hypotheses - stating
the expected outcome of an
experiment.

Example: The greater the amount


of organic matter added to the soil,
the greater the bean growth.
• Interpreting data - organizing
data and drawing conclusions
from it.
Example: Recording data from the
experiment on bean growth in a
data table and forming a conclusion
which relates trends in the data to
variables.
• Experimenting - being able to conduct an
experiment, including asking an
appropriate question, stating a
hypothesis, identifying and controlling
variables, operationally defining those
variables, designing a "fair" experiment,
conducting the experiment, and
interpreting the results of the experiment.
Example: The entire process of
conducting the experiment on the
affect of organic matter on the growth
of bean plants.
• Formulating models - creating a
mental or physical model of a process
or event.

Examples: The model of how the


processes of evaporation and
condensation interrelate in the water
cycle.
LEARNING BASIC PROCESS SKILLS
Numerous research projects have focused on the
teaching and acquisition of basic process skills.
For example, Padilla, Cronin, and Twiest (1985)
surveyed the basic process skills of 700 middle
school students with no special process skill
training. They found that only 10% of the students
scored above 90% correct, even at the eighth
grade level. Several researchers have found that
teaching increases levels of skill performance.
Thiel and George (1976) investigated predicting
among third and fifth graders, and Tomera (1974)
observing among seventh graders.
From these studies it can be concluded that
basic skills can be taught and that when
learned, readily transferred to new situations
(Tomera, 1974).
Teaching strategies which proved effective
were: (1) applying a set of specific clues for
predicting, (2) using activities and pencil and
paper simulations to teach graphing, and (3)
using a combination of explaining, practice
with objects, discussions and feedback with
observing. In other words-just what research
and theory has always defined as good
teaching.
Other studies evaluated the effect of NSF-funded
science curricula on how well they taught basic
process skills. Studies focusing on the Science
Curriculum Improvement Study (SCIS) and SAPA
indicate that elementary school students, if taught
process skills abilities, not only learn to use those
processes, but also retain them for future use.
Researchers, after comparing SAPA students to
those experiencing a more traditional science
program, concluded that the success of SAPA lies in
the area of improving process oriented skills
(Wideen, 1975; McGlathery, 1970).
Thus it seems reasonable to conclude that
students learn the basic skills better if they are
considered an important object of instruction
and if proven teaching methods are used.
LEARNING INTEGRATED PROCESS
SKILLS
Several studies have investigated the
learning of integrated science process
skills. Allen (1973) found that third graders
can identify variables if the context is
simple enough. Both Quinn and George
(1975) and Wright (1981) found that
students can be taught to formulate
hypotheses and that this ability is retained
over time.
Others have tried to teach all of the skills
involved in conducting an experiment.
Padilla, Okey and Garrard (1984)
systematically integrated experimenting
lessons into a middle school science
curriculum.
One group of students was taught a two
week introductory unit on experimenting
which focused on manipulative activities.
A second group was taught the experimenting
unit, but also experienced one additional
process skill activity per week for a period of
fourteen weeks.
Those having the extended treatment
outscored those experiencing the two week
unit.
These results indicate that the more complex
process skills cannot be learned via a two week
unit in which science content is typically taught.
Rather, experimenting abilities need to be
practiced over a period of time.
Further study of experimenting abilities shows
that they are closely related to the formal
thinking abilities described by Piaget. A
correlation of +.73 between the two sets of
abilities was found in one study (Padilla, Okey
and Dillashaw, 1983).
In fact, one of the ways that Piaget decided
whether someone was formal or concrete was
to ask that person to design an experiment to
solve a problem.
We also know that most early adolescents and
many young adults have not yet reached their
full formal reasoning capacity (Chiapetta, 1976).
One study found only 17% of seventh graders
and 34% of twelfth graders fully formal (Renner,
Grant, and Sutherland, 1978).
What have we learned about teaching
integrated science processes? We cannot expect
students to excel at skills they have not
experienced or been allowed to practice.
Teachers cannot expect mastery of
experimenting skills after only a few practice
sessions. Instead students need multiple
opportunities to work with these skills in
different content areas and contexts. Teachers
need to be patient with those having
difficulties, since there is a need to have
developed formal thinking patterns to
successfully "experiment."
What have we learned about teaching
integrated science processes? We cannot expect
students to excel at skills they have not
experienced or been allowed to practice.
Teachers cannot expect mastery of
experimenting skills after only a few practice
sessions. Instead students need multiple
opportunities to work with these skills in
different content areas and contexts. Teachers
need to be patient with those having
difficulties, since there is a need to have
developed formal thinking patterns to
successfully "experiment."
SUMMARY AND CONCLUSIONS
A reasonable portion of the science curriculum
should emphasize science process skills
according to the National Science Teachers
Association. In general, the research literature
indicates that when science process skills are a
specific planned outcome of a science program,
those skills can be learned by students. This was
true with the SAPA and SCIS and other process
skill studies cited in this review as well as with
many other studies not cited.
Teachers need to select curricula which
emphasize science process skills. In addition
they need to capitalize on opportunities in the
activities normally done in the classroom.
While not an easy solution to implement, it
remains the best available at this time because
of the lack of emphasis of process skills in most
commercial materials.

by Michael J. Padilla, Professor of Science


Education, University of Georgia, Athens, GA
SOURCES

• https://www.slideshare.net/jericlazo716/teaching-of-science-57974966
• http://www.project2061.org/publications/sfaa/online/chap1.htm

• Allen, L. (1973). An examination of the ability of third grade children from the Science Curriculum Improvement Study to identify
experimental variables and to recognize change. Science Education, 57, 123-151.

• Chiapetta, E. (1976). A review of Piagetian studies relevant to science instruction at the secondary and college level. Science
Education, 60, 253-261.

• McGlathery, G. (1970). An assessment of science achievement of five and six-year-old students of contrasting socio-economic
background. Research and Curriculum Development in Science Education, 7023, 76-83.

• McKenzie, D., & Padilla, M. (1984). Effect of laboratory activities and written simulations on the acquisition of graphing skills by
eighth grade students. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New
Orleans.

• Padilla, M., Okey, J., & Dillashaw, F. (1983). The relationship between science process skills and formal thinking abilities. Journal of
Research in Science Teaching, 20.

• Padilla, M., Cronin, L., & Twiest, M. (1985). The development and validation of the test of basic process skills. Paper presented at the
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• Thiel, R., & George, D. K. (1976). Some factors affecting the use of the science process skill of prediction by elementary school
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• Wright, E. (1981). The long-term effects of intensive instruction on the open exploration behavior of ninth grade students. Journal of
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