Lesson 4 –the science processes

The Teaching of Science

Prepared by: Iris E. Israel

LESSON 4 –The Science Processes

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.

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) observingb) comparingc) classifying d) measuring

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

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

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.

WHY IS COMPARING CONSIDERED A 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,

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.

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.

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.

HOW TO DEVELOP THE SKILL1. 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.

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.

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.


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.

HOW TO DEVELOP THE SKILL

PREDICTING is the process of making a

forecast based on observed events.

We make predictions based on the past and present observation.

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.


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.


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 variedConstant, the variable kept unchangedResponding, the resulting variable or condition

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.


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.


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.

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.


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.


EXPERIMENTING The skill in experimenting is the final test

that requires competence in science processes especially controlling variables, interpreting data and formulating hypothesis.

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 hypothesisd) Testing the hypothesise) Collecting, recording and analyzing dataf) Formulating conclusion

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.


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.


THANK YOU

Education

Lesson 4 –the science processes