Science Process Skills

1. Science Process Skills By: Stephanie Patterson and Martha Seixas

2. SAPA: Science –A Process Approach • History • SAPA is an experimental program in elementary school science; K-6. • Sponsored by the American Association for the Advancement of Science. • The program was developed by teams consisting of scientists and educators.

3. SAPA History cont. • The Commission’s experiment in science education emphasizes carefully stated and tested behavioral objectives for each lesson. • It also identifies a hierarchy of tasks for achievement of competence in each of the process skills. • Each exercise was revised until testing showed 90 percent of the children could acquire a mean of 90 percent in each exercise.

4. SAPA: Basic Ideas • Science can be taught to young children in a way that is faithful t science as an intellectual approach to the world. • Science is best learned by doing science. • Lessons must take into account the empirical findings of developmental psychology.

5. SAPA: Long Term Outcomes • SAPA has continued to influence elementary school science instruction in a variety of ways. • Commercial publishers have adapted large portions of the programs into their current curriculum materials. • Teachers today use many of the approaches pioneered in the curricula.

6. SAPA: Long Term Outcomes cont. • Many of science educators preparing teachers in colleges and universities began their own careers teaching these programs in trial schools or working under educators who helped develop or test the original programs.

7. Types of Process Skills BASIC (ages 5 and up) • Observing • Classifying • Measuring • Using Number Relationships • Communicating • Making Models

8. Types of Process Skills cont. INTERMEDIATE (ages 9-11 and up) • Inferring • Predicting

9. Types of Process Skills cont. ADVANCED(ages 12 and up) • Hypothesizing • Planning Investigations • Variables • Conducting Experiment • Defining Operationally • Collecting Data • Interpreting Data

10. A. BASIC (Ages 5 and up) 1. OBSERVING • Direct observation of objects and events using the senses to collect information. • Finds out about objects and events. • Finds the characteristics, properties, differences, similarities, and changes that relates to those objects and changes.

11. 1. OBSERVING (cont.) • Detailed and descriptive of what is perceived. • Observations are recorded. • It is known as qualitative data.

12. 2. CLASSIFYING • Serial Ordering • Binary Classification • Multistage classification • Sorting and ordering objects or events in groups or categories, finding similarities and differences. • Lists, tables, or charts are generated.

13. 3. MEASURING • Usage of instruments • Standard measures and estimations • Compares known and unknown data • Charts, Graphs and Tables Key Word: Quantitative Data

14. 4. USING NUMBER RELATIONSHIPS • Mathematics and Science • Application of numbers to make decisions • Logical Reasoning and problem-solving

15. 5. COMMUNICATING • Written, Spoken or Pictorial • Discussion and Critical Analysis • Sharing Ideas

16. 6. MAKING MODELS • Representations to explain Ideas • Clarifies explanations and demonstrates relationships • Graphic Symbols

17. B. INTERMEDIATE (ages 9-11 and up) 7. INFERRING • Based on previously gathered information • Interpretation of observation • Statements that provide explanations

18. 8. PREDICTING • Based on observations and inferences • Prior knowledge of similar events • Belief of most likely outcome Key Word: Educated Guess

19. C. ADVANCED (Ages 12 and up) 9. HYPOTHESIZING • Expected outcome of an experiment • Must be testable • Problem to be solved with Question Key Words: Educated Guess tested through Experimentation

20. 10. PLANNING INVESTIGATIONS Procedures of how an experiment will be held: • Identify Materials • Describe Appropriate steps • Reasonable Procedure

21. 11. VARIABLES • Factors that might influence the Experiment • Students need practice in identifying variables Key Words: Dependent, Independent and Constant Variables

22. 11. VARIABLES (cont.) • Identifying and Controlling Variables Manipulating one factor to investigate the outcome. • Describing Relationships between the variables

23. 12. CONDUCTING EXPERIMENT • Follow directions of procedures • Can be done numerous times • Tests an Hypothesis

24. 13. DEFINING OPERATIONALLY • Describes what is done and observed • How to measure a variable

25. 14. COLLECTING DATA • Gather and record information • Collect quantitative and qualitative data • Organizing data in Graphs, Charts and Data to be analyzed

26. 15. INTERPRETING DATA • Analyzing and explaining gathered information • Drawing conclusions based on data • Cause and Effect Relationship

27. SOURCES • Lancour, K. (n.d.). Science Process Skills for Life Science. Retrieved March 8, 2007, from http://www.tufts.edu/as/wright_center/fellows/sci_olympiad/upload_1_15_05/pdf/process_skills_life_sci_super_and_coach_guide_05.pdf • Longfield, J. (2002). Science Process Skills. Retrieved March 8, 2007, from http://www.indiana.edu/~deanfac/portfolio/examples/jlongfield/doc/sci_process_skills.doc • Ostlund, K. (1998). What Research Says About Science Process Skills. Electronic Journal of Science Education, 2 (4). Retrieved March 8, 2007, from http://wolfweb.unr.edu/homepage/jcannon/ejse/ostlund.html. • Padilla, M. (1990). The Science Process Skills. Retrieved March 8, 2007, from http://www.narst.org/publications/research/skill.htm • Science Process Skills. (n.d.). Retrieved January 28, 2007, from http://education.shu.edu/pt3grant/zinicola/skills_source.html • Teaching the Science Process Skills. (n.d.). Retrieved March 8, 2007, from http://www.longwood.edu/cleanva/images/sec6.processskills.pdf • Lawlor, F. (n.d.). Science – A Process Approach. Retrieved March 24, 2007, fromhttp://www.coe.ufl.edu/esh/Projects/sapa.htm