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Science Process Skills

The document outlines 12 key science process skills: observing, classifying, measuring and using numbers, making inferences, predicting, communicating, using space-time relationships, interpreting data, defining operationally, controlling variables, making hypotheses, and experimenting. It provides examples and descriptions of what it means to demonstrate each skill. The skills involve gathering accurate quantitative and qualitative data through observation, organizing and grouping objects/events, measuring and recording data, making reasonable conclusions, projecting future events, sharing information with others, and testing hypotheses through experimentation.

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Marnel Dincol
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9 views3 pages

Science Process Skills

The document outlines 12 key science process skills: observing, classifying, measuring and using numbers, making inferences, predicting, communicating, using space-time relationships, interpreting data, defining operationally, controlling variables, making hypotheses, and experimenting. It provides examples and descriptions of what it means to demonstrate each skill. The skills involve gathering accurate quantitative and qualitative data through observation, organizing and grouping objects/events, measuring and recording data, making reasonable conclusions, projecting future events, sharing information with others, and testing hypotheses through experimentation.

Uploaded by

Marnel Dincol
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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SCIENCE PROCESS SKILLS

WHAT are the SCIENCE PROCESS SKILLS?


1. Observing
2. Classifying
3. Measuring and Using Numbers
4. Making Inferences
5. Predicting
6. Communicating
7. Using Space-Time Relationship
8. Interpreting Data
9. Defining Operationally
10. Controlling Variables
11. Making Hypotheses
12. Experimenting

1. OBSERVING
• Using your 5 senses effectively.
• Using the 5 senses (see, hear, touch, smell, taste) to find out about objects and events, their
characteristics, properties, differences, similarities, and changes.

Qualitative – using the senses.


Quantitative – using exact measurement.
Observations are recorded.

Example: Describing a pencil as yellow.

You are observing when you are...


• Identifying relevant particulars of an objects and its environment.
• Focusing on relevant particulars from massive information.
• Identifying similarities and differences.
• Identifying strange/unusual features.
• Realizing changes in environment (e.g. melting ice).
• Identifying the correct sequence.
• Using appropriate instrument(s) to enhance senses for the details.

2. CLASSIFYING
• Using observation to group or order objects or events according to similarities or differences
in properties.

Example: Placing all rocks having certain grain size or hardness into one group.

WHY DO WE NEED TO CLASSIFY?


1. Too many items or information.
2. Items or information are not organized.

HOW DO WE CLASSIFY?
1. Identify the general characteristics of the items.
2. Sort out items of the same characteristics into their respective group.
3. Identify other characteristic.
4. Repeat step 1-3 until there is only one item in each group.

You are classifying when you are...


1. Detecting similarities.
2. Grouping objects based on certain criterion.
3. Using other criterion in grouping objects.
4. Grouping objects in different ways.

3. MEASURING AND USING NUMBERS


• Comparing an unknown quantity with a known (metric units, time, student-generated frames
of reference) unit.
• Observations are quantified using proper measuring devices and techniques.
• Measurements are to be recorded in an orderly and systematic fashion with labeled units of
measure. Charts, graphs, or tables can be generated manually or with computer software.

You are measuring and using numbers when you are…


• Able to count and compare quantity of items in different groups.
• Using numbers to record phenomenon.
• Using scales and explaining ratios.
• Compare objects using numbers.
• Using tools correctly.
• Recording unit correctly.
• Choosing and using standard unit.
• Comparing time, distance, area and volume with relevant units.
• Determining the accuracy in measurement.

4. MAKING INFERENCES
• Explanation or interpretation that follows from the observation.
• Making an "educated guess" about an object or event based on previously gathered data or
information.

You are making inferences when you are…


• Using information from observations to make reasonable early conclusions.
• Making various possible interpretations from single observation.
• Able to identify the limitations of inferences.
• Testing the accuracy of inferences through additional observations.
• Using inferences as a tool to determine the appropriate additional observations.

When we are able to make inferences, and interpret and explain events around us, we have better
appreciation of the environment around us.

5. 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.

You are predicting, when you are…


• Using pattern of data explicitly to make projections.
• Extrapolating and inserting data as a tool to predict.
6. COMMUNICATING
• Using words (written and spoken) or graphic symbols to describe an action, object or event.

Example: Describing the change in height of a plant over time in writing, through a graph or drawing.

Using the written and spoken work, graphs, demonstrations, drawings, diagrams, or tables to
transmit information and ideas to others.
To reflect the true nature of science, ideas must be shared.

You are communicating when you are…


• Speaking, listening or writing to express ideas or meanings.
• Using charts, graphs and tables to present information.
• Recording information from investigations.
• Posting questions clearly.
• Using references.
• Writing experiment report to enable others to repeat the experiment.

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