SCIENCE PROCESS SKILLS

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SCIENCE PROCESS SKILLS

• Eric Kravitz
• Diane Miller
• ELED 305/02
• Spring 2006 - Dr. Barrett

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AMERICAN ASSOCIATION for the ADVANCEMENT of
SCIENCE (AAAS)

• Founded in 1848, AAAS is an international
  non-profit organization dedicated to advancing
  science around the world by serving as an
  educator, leader, spokesperson and professional
  association.
• In addition to organizing membership activities,
  AAAS publishes the journal Science, as well as
  many scientific newsletters, books and reports,
  and spearheads programs that raise the bar of
  understanding for science worldwide.

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BASIC SKILLS

• There are seven Basic Skills

• Observing
• Classifying
• Measuring
• Inferring
• Predicting
• Communicating
• Using Number Relationships

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Observing

• Using the 5 senses (see, hear, touch, smell,
  taste) to find out about objects and events,
  their characteristics, properties, differences,
  similarities, and changes
• How or Why
• Observations are recorded

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Classifying

• Grouping or ordering objects or events according
  to similarities or differences in properties
• How or Why Lists, tables, or charts are
  generated

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Measuring

• Comparing an unknown quantity with a known
  (metric units, time, student- generated frames of
  reference)
• Observations are quantified using proper
  measuring devices and techniques
• How or Why Measurements are recorded in an
  orderly and systematic fashion with labeled units
  of measure.

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Inferring

• Interpreting or explaining observations
• How or Why More than one inference may be
  presented to explain an observation

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Predicting

• Forming an idea of an expected result - not a
  guess - but a belief of what will occur based
  upon present knowledge and understandings,
  observations and inferences
• How or Why A written or oral explanation to
  clarify ideas and to help reveal any
  misconceptions or missing information.

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Communicating

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

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Using Number Relationships

• Applying numbers and their mathematical
  relationships to make decisions
• How or Why Numbers are basic to science -
  mathematical knowledge is applied

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INTEGRATED SKILLS

• There are seven Integrated Skills

• Making Models
• Defining Operationally
• Collecting Date
• Interpreting Date
• Identifying and Controlling Variables
• Formulating Hypotheses (Hypothesizing)
• Experimenting

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Making Models

• Constructing mental, verbal, or physical
  representations of ideas, objects, or events to
  clarify explanations or demonstrate
  relationships.
• How or Why
• Constructing models helps clarify ideas

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Defining Operationally

• Creating a definition by describing what is done
  and observed
• How or Why Definitions (in the students own
  language) are in context of students' experiences
  - not from the glossary, not to be memorized

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Collecting Data

• Gathering and recording information about
  observations and measurements in a systematic way
  

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Interpreting Data

• Organizing, analyzing, and synthesizing data
  using tables, graphs, and diagrams to locate
  patterns that lead to the construction of
  inferences, predictions, or hypotheses.

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Identifying and Controlling Variables

• Manipulating one factor to investigate the
  outcome of an event while other factors are held
  constant.
• How or Why
• Young children become confused with multiple
  variables.
• Students need practice in identifying variables
  that affect outcomes

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Formulating Hypotheses (Hypothesizing)

• Making educated guesses based on evidence that
  can be tested through experimentation.

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Experimenting

• Designing one's own experiment to test a
  hypothesis using procedures to obtain reliable
  data
• How or Why
• All basic and integrated skills to formulate a
  problem, collect data, and pose a solution are
  used

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Experimenting (continued)

• .
• Doing a teacher-orchestrated science activity is
  NOT experimenting.
• Student demonstrates understanding and
  application of scientific method though inquiry,
  research and self-design of experiment to test a
  hypothesis.

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SUMMARY

• In order for students to make sense of how the
  world works and to learn to think critically and
  independently, the Basic Process Skills and the
  Integrated Science Skills need to be integrated
  into their experiments.

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Resource bibliography

• http//www.aaas.org
• http//education.shu.edu/pt3grant/zinicola/skills_
  source.html
• http//www.educ.sfu.ca/narstsite/publications/rese
  arch/skill.htm
• http//www.tufts.edu/as/wright_center/fellows/sci_
  olympiad/pslsl_training_hammond.pdf
• http//arapaho.nsuok.edu/adams001/ProcessSkills.h
  tm
• http//www.cedu.niu.edu/scied/presentations/stars2
  /sld001.htm
• http//www.glc.k12.ga.us/pandp/science/in-basic.ht
  m
• http//www.bced.gov.bc.ca/irp/science810/scdeve.ht
  m

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Relevant Websites

• http//www.edhelper.com/science_process_skills.htm
  
• http//www.dlese.org/dds/query.do?qscience20proc
  ess20skillss0
• http//www.aea11.k12.ia.us/curriculum/science/proc
  essskills.html
• http//www.ghbooks.com/activity/activity.cfm?booki
  d18325page415
• http//www.studystack.com/menu-7896
• http//www.homeedsa.com/Articles/Fundamental20Ski
  lls20in20Science.asp
• http//www.standards.dfes.gov.uk/research/themes/s
  cience/integretedactivitybasedscience/
• http//www.aplusvideorentals.com/listing.asp?categ
  oryID01subcategoryID01

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Science Experiments Web Sites

• http//www.scilitlinks.org/experimentalflight.htm
  
• http//web2.airmail.net/kboyle/Fairlink.htm
• http//unr.edu/homepage/crowther/ejse/papertowel.h
  tml
• http//www.magichouse.com/Images/lessonplans.pdf
• http//www.the-aps.org/education/sixstarscience/
• http//www.mcrel.org/whelmers/whelm67.asp
• http//schools.shorelineschools.org/home_education
  /Members/Online/science/unit_1/unit.htm

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GROUP PROJECT GRAND FINALE

• http//suzyred.com/sciencesong.html