Description of Science Process Skills



Description of Science Process Skills

Observation

The main route to knowledge is through observing, using all five senses. Observation is the process beginning with identifying and describing the characteristics and properties of objects and events. This process is a distinct one in which people come to know about the characteristics of objects and their interactions. Observing is an integral part of all other processes.

Classification

Classification is the process of sorting objects, ideas, and events into groups according to identified criteria. Development begins with simple classification of various physical and biological systems and progresses through multistage classifications, their coding, and tabulation.

Measurement

Measurement is the process of quantifying observations and includes distance, mass, volume, area, time, and temperature. Measuring is usually done first with nonstandard units, then standard units. Length or distance in one dimension (height, perimeter, width, etc.) is the simplest and most concrete measurement for most young children to understand. Children should be encouraged to seek out “new” ways of measuring things. A great deal of time and experience with linear measurement is required before children progress to measuring area, mass, and volume. Introduction to standard units should at later stage of development in each of these areas.

Communication

Communication allows us to describe objects, events, and relationships. Objects are named and events are described by people so that they can tell others about them. Communicating is a fundamental human process that enables one to learn more about a greater range of information than could be learned without this process. Drawings, models, numbers, and data, graphs, and maps maybe used to describe what is being observed.

Collecting and Organizing Data

Students are asked to sort and classify data into a frame of organization that reflect rules and structure. Collecting and organizing data encompasses communication skills. This process initially relies on observation.

Comparison

Comparing is a distinct process where people systematically examine objects and events in terms of similarities and differences. By comparing the known to the unknown, one gains knowledge about the unknown. All measurements are forms of comparing.

Prediction

Prediction usually begins when someone asks “What do you think will happen?’ When students are asked such questions, they often make spontaneous predications. These predictions should be recorded, discussed, and classified in terms of their testability. In testing students’ predictions a great deal of science process is learned. Students should be encouraged to consider “wrong” predictions just as valid as “correct” predictions because learning will have taken place.

Inference

Inference is the process of suggesting more information about an object or event than is readily observable. The process of realizing ideas that are not directly observable is the process of inferring. The process leads to predictive explanations for simple and complex phenomena. It is basically the understanding of the conditional “If…then…” statement in logic.

Hypothesis

Hypothesis is the formalized statement of an idea based on observations and inference. It is basically the “I think…” statement that students make as they begin to experiment with their ideas.

Application

Application is the final process skill. Use of knowledge is the application of knowledge. Inventing, creating, problem solving, and determining probabilities are ways of using information that lead to gaining further information. After observing, collecting data measuring, predicting, and making inference, students needs to see practical applications for science skills in the “real world”. Students need a sense of relevance of what they are studying to their own problems, interest, and ways of thinking about the world.

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Source:

Science Framework Addendum for California Public Schools, 1984.

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Fall 2003: EDU 371, 247

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