Introduction
Science processes are defined as a set of intellectual skills that can be used for acquiring reliable information concerning nature. There are two sets of processes. The first set is that of the basic processes that are recommended for children in the primary grades. The second set is that of integrated processes, that are more appropriate for children of the fourth grade and above. Each of these processes will be examined in the table below.
Discussion
Science Processes Used in Science Experiments
| Basic Processes | |
| Observation | Observation is an objective process that involves gathering data or information by using one or more senses.
For instance asking students to collect different plants and then describe the leaf arrangement pattern in different plants. |
| Classifying | This is the process of grouping objects based on the observable traits and characteristics.
For instance asking students to identify all flowering plants from a given set of plants and place them in a single group. |
| Communicating | This process refers to a group of skills that represent a given systematic form of reporting data using words or graphic symbols.
For instance asking students to describe the change in height of a plant over time by use of a graph or in form of writing. |
| Measuring | This process refers to observing an attribute through comparing it to a standard reference.
For instance asking students to measure the amount of water in a test tube using a measuring cylinder. |
| Predicting | This process involves projection of events on the basis of a body of information for instance in future tense or by looking for an historical precedent to a current situation or circumstance.
For instance asking students to predict the height of a plant in one week time based on a graph of its growth during the previous three weeks. |
| Inferring | It is an inventive process that involves generating an assumption in order to explain an observed event or occurrence.
For instance asking students to make an educated guess on whether a plant is able to photosynthesize food through observing the color of the leaves and stem of a given plant. |
| Integrated Processes | |
| Identifying and controlling Variables | This process is defined as any attempt aimed at isolating a specific influent of a system in order to infer the role of that influent.
For instance in order to find the effect of light on the growth of a plant. Students may be asked to grow one seed in dark and the other seed in presence of light and then make observations at the end of a given time period. Light is a controlled variable |
| Formulating and testing hypothesis | The process involves identification and formulation of a tentative answer to a given problem.
For instance asking students to come up with tentative answers prior to conducting a scientific field study experiment. Questions are formulated before conducting the field study, then students are asked to give probable answers to those questions. |
| Interpreting data | This process refers to the inner ability to recognize associations and patterns within bodies of data.
For instance asking students to interpret the results obtained after conducting a carbohydrate test experiment. Students should be able to interpret the different meanings of color changes observed after adding different reagents to different food samples. |
| Defining operationally | This process involves definition of terms through taking measurements and observation methods.
For instance engaging students in an activity that involves drawing the meaning of intelligence. Intelligence may be defined as a score on an IQ test. In this case, the word intelligence is an operational definition. |
| Experimenting | This process involves the use of a systematic approach to evaluate hypotheses. The basic steps involved in experimenting are problem identification, hypothesis, predictions, test of predictions and finally evaluation of hypothesis.
For instance engaging students in an activity to study the effect of light in growth of plants by asking them to plant two separate plants, one in the dark and the other plant under light conditions. |
| Constructing models | This process involves making of representative objects that cab help in the studying process.
For instance an activity where students are to make DNA model in order to identify its structure. |
Dialogue explaining the Chart
Observation is the most fundamental science process. The nature of skilled observing can be regarded as an analytical process since systems are observed prior to analyzing. Technological methods such as the use of microscopes can be used to amplify the senses and provide more analysis. Hence, observation can be defined as an objective process that involves gathering information through the use of one or more senses applied analytically (Rezba, Sprague and Fiel, 2002).Measurement can be described as form of observation that is more specific since it compares some attribute to a standard of reference for instance expressing the length of an object in terms of the length of a meter. Experimenting is the other process that involves evaluating hypotheses through a systematic manner. Experimental results obtained can be interpreted and conclusions made through another process known as inferring.
Communication is an essential process through which information is passed from one individual to another. Students can discuss their experimental findings or describe a given experiment through communication. This can be done orally or in form of writing. Some experiments such as those of DNA many involve construction of models that make learning much easy (Rezba, 2002).The scientific processes mentioned above support inquiry learning. This is because students who are involved in making observations, interpreting data, drawing inferences, experimenting, analyzing data and several other processes are developing essential problem-solving skills in the process of learning. Consequently, the problem solving skills incorporate the science process skills which are vital in scientific inquiry (Bass, Contant and Carin, 2008).It is evident that when students focus on scientific processes such as experimental processes, they develop the ability to investigate natural world aspects around them, the ability to ask questions and the ability to construct reasonable explanations of experimental findings using the power of observation (Bass, 2008).
The teacher’s attitude plays a major role in determining students’ view of science. Attitude is basically a concept that describes an individual’s way of thinking, behaving and even acting. This attitude has implications for the teacher, learner or the immediate social group that the individual interacts with. In this case, it is presumable that students draw dispositions to form their own attitude from their teachers. For instance, if a teacher has a negative attitude towards science subjects, his or her students will also have the same attitude towards science subjects (Abell and Lederman, 2007).Previous research through observational studies has shown that behaviors are acquired by watching a role model such as a teacher, parent or mentor performing the behavior. The same case can apply to students who consider teachers among their role models. It is more likely for these students to develop attitudes reflecting the attitudes of their teachers. It is therefore essential for teachers to have a positive attitude towards science since this will have a great impact in helping develop and nurture a positive attitude towards science in students. The positive attitude towards science will equip students with scientific thinking abilities (Abell, 2007).
Sample lesson plan- retrieved on 18th November, 2010 from: http://eduref.org/cgi-bin/printlessons.cgi/Virtual
Living versus Non-Living
Grade Level (s): 1, 2
Subject (s): Science/Biology
Duration: One hour, 15 minutes
Description: Students will be required to classify objects collected during a scavenger hunt on their school playground. Classification will be bases on living versus non-living objects. They will later on create pictorial and real graphs that represent their data.
Objectives: Students will:
- Explain that living things have the ability to grow and develop.
- Classify living and non-living things
- Create real and pictographs representing their findings
Materials
- Rock
- Plant
- Worm
- Pictograph (to use as an example)
- 5 sheets of butcher paper with graph lines
- Scissors
- Glue
- Magazines
- 5 plastic grocery bags
- 10 scavenger hunt worksheets
- Plastic lunch baggie
- Cut-outs of trees and cars
- 25 bean seeds
- Wet paper towel
Procedure
Focus Phase
Place a plant, a rock and a worm on the table and have students gather around and brainstorm what they observe.-Observation
Make a class list of differences and similarities between the three objects.
Discussion questions
- How are the plant and animal alike?
- How are these two different from the rock?
- What makes something to be described as either living or non-living?
Challenge Phase
-
- Students will participate in a scavenger hunt around the playground in groups of four. They are required to gather ten items, some non-living and some living, as shown on the scavenger hunt worksheet.
- After collecting the objects, they will return to the classroom and categorize items into two sets, living and non-living. Classifying
- Have students show the class pictures they cut out of the magazine and ask them why they selected the pictures and what makes the objects in the pictures either living or non-living.- Inferring
- Students are to create real graphs placing items on the butcher paper. They will then count the number of living and non-living items presented in the real graph.
- The students will create a pictograph by gluing cut-outs of trees to represent living thins and cars to represent the non-living items on the sheet of butcher paper.- Constructing models
Concept introduction
- Have students present their pictographs to the class.-Communicating
- Make an introduction on the scientific characteristics of living and non-living things and then come back to the initial brainstorming list used in the focus phase and focus on the concept that all living things are able to grow and develop.
- Read the concept book, Growing and have students identify the living and non-living things
- Ask questions like how do we get energy? What do plants need to grow? How do plants get energy and what do living things need in order to grow?
Concept Application
Present a seed to students and have them discuss and vote whether the seed is living or not by using the concepts learned.
Place one seed in a wet plastic bag in front of the window, another seed in the closet and the third wet seed in a plastic bag without water in front of the window.- Experimenting
Let the students observe the seeds throughout the week and note down what happens to each of the seeds.
Assessment:
Students need to demonstrate their understanding by:
- Observing and comparing the rock to the plant and the worm.
- Appropriately and correctly categorizing and graphing the items from the scavenger hunt.
- Explaining the similarities and differences between living and non-living things using pictures cut out of magazines.
References
Abell, S. K., & Lederman, N.G. (2007) Handbook of research on science education
Routledge, Page 93.
Rezba, R. J., Sprague, C., & Fiel, R. (2002) Learning and assessing science process skills
(4th Ed). Kendall/Hunt Pub.
Bass, J. E, Contant, T. L., & Carin, A. A. (2008) Teaching Science as Inquiry (11th Ed).
Prentice Hall.
Retrieved from: http://www.lessonplanspage.com/Science. on 18th Nov, 2010.
