Science Process Skills

 Science Process Skills

The three important dimensions of science are the content of science, processes of science, and scientific attitude. The processes of science are the science process skills that scientists use in the process of doing science. Process skills are the skills that are used or involved in our reasoning or thinking. These are the same skills that we use in our daily life to solve problems. Science process skills are classified into basic process skills and integrated process skills.

Basic process skills: The skills which form the basis or foundation of scientific method are known as basic process skills. There are six basics skill:  observation, communication, classification, measurement, inference, prediction.

1. Observation: Observation is the fundamental process skill. We observe objects and events using all our five senses, and we learn about the world around us. The ability to make good observations is essential for the development of other science process skills. Observations can be qualitative and quantitative.

Observations made using only the senses are qualitative observations.

Example: Leaf is green in colour, waxy and smooth.

Observations that involve a number or quantity are quantitative observations.

 Example: Leaves are clustered in groups of five.

Quantitative observations give more precise information than qualitative observations. Students should be helped to make detailed observations. Prompt them to go into the details of what they observe.

Activity: To observe the stages of germination and factors affecting it.

2. Communication: Communication goes together with observation. Students have to communicate in order to share their observation. Communication must be clear and effective. Referents should be used to communicate effectively. Referents are the references to items that the other person is already familiar with. Example: sky blue, hot as sun, rough as sand etc. 

Students can communicate in writing, drawing pictures doing demonstrations etc.

Activity: To record  the stages of germination and factors affecting it and discuss observations in the class

3. Measuring: Measuring is an extension of observation. In measuring some property, we compare the property to a defined reference called a unit. A measurement statement contains two parts-a number to tell us how much or how many and a name for the unit to tell us how much of what the use of number makes measurement a quantitative observation.

Activity: Measuring Leaf Area Using Graph Paper, Measuring height of plants

4. Classifying: Classify means grouping objects based on similarities, differences and inter relationships. This is an important step to understand things in a better way. There are different methods of classifying.

Activity: Classify leaves based on their shape, margin, and venation.

l Serial ordering: where objects are classified into rank order based on some property. For example, ranking different cereals based on calories or ranking children based on height.

l Binary classification: Here a set of objects is divided into two subsets. This is done on the basis of wheather each object has or does not have a particular property. For example, animals are classified into groups-vertebrates and invertebrates - based on the presence or absence of a backbone.

l Multistage classification: it is an extension of binary classification. First, a set of objects is divided into two subsets. Then each subset is again divided into subsets. Example: Classify animal and plant kingdoms.

5. Inference: Inferences are explanations or interpretations that follow the observation.

 Example: Observation: An insect secretes dark, sticky liquid from its mouth.

Inference: The insect released a dark sticky liquid from its mouth as a way to defend itself.

When we are inferring, we interpret and explain events around us. Students should be taught the difference between observations and inferences. Teachers  can help the students make this distinction by first prompting them to be detailed and descriptive in their observations. Then, by asking students questions about their observations we can encourage the students to think about the meaning of the observations. Inferences may change as we make additional observations.

Activity: To infer the health or condition of a plant by observing its leaves, Inferring water quality from presence of aquatic organisms, Inferring food habits of animals from their teeth

6. Predictions: Making predictions is making educated guess about the outcomes of future events. Predicting is based on both good observations and inferences made about observed events. Predicting is forming an idea of an expected result, not a guess of what will occur based on present knowledge and understanding, observations or evidences and inferences. Predictions should be followed by an explanation to clarify ideas and to clear doubts. 

Example: Prediction: The grass will turn brown.

Explanation: When grass is not watered and manured properly it will turn brown.

Activity: To predict which seeds will germinate faster under different conditions, Predicting effect of temperature on yeast activity

Integrated process skills: The skills which integrate the basics skills are known as integrated skills. Basic skills should be used together in integrated skills.

7. Identifying and controlling variables: Here students are able to identify or find out the variables. Variables are the characteristics of objects or factors in events. Variables may be constant or change under different conditions. Before doing an experiment, variables affecting the outcome or result should be identified, and all variables except one should be kept constant.

Example: To find out fertilizers promote plant growth, variables affecting plant growth such as fertilizers, water, sunlight, climate, diseases etc. Here all variables except fertilizers should be kept constant.

8. Defining operationally: means defining something meaningfully or stating how to measure a variable in an experiment or defining the variable according to the actions or operations to be performed on or with it.

Example: Plant growth is defined as the amount of change in height of the plant.

9. Formulating Hypotheses: stating or constructing a statement, that is tentative or testable about an outcome of an experiment. Making guesses of a result which are testable or proved.

Example: The greater the amount of organic matter added to the soil the greater the growth of plants.

Activity: To formulate a hypothesis on how light affects plant growth, Hypothesizing which type of soil is best for plant growth, Hypothesizing the effect of salt on plant leaves

10. Interpreting data: Collecting bits of information about objects and events, organizing and analyzing this information, and drawing conclusions from it. Example: Recording the data of different variables from an experiment and forming a conclusion.

Activity: To interpret and draw conclusions from recorded plant growth data, Interpreting pulse rate before and after exercise

11. Experimenting: Being able to conduct an experiment. This skill requires the use of all the basic and integrated skills together.

Example: The entire process of conducting an experiment to determine the relation between soil conditions and plant growth. Experiments are conducted carefully following the instructions or procedure. The results obtained can be verified by repeating the procedure several times.

Activity: To experiment and find out the effect of water on seed germination, Experimenting the effect of temperature on enzyme activity, Experimenting which type of soil retains more water

Successfully integrating the science process skills with classroom lessons and field investigations makes the learning experience richer and more meaningful for students. Students will be learning the skills of Science as well as the content. They will be actively engaged with the science they are learning and will gain a deeper understanding of the content. Active engagement with science will lead students to become more interested and more positive attitude towards science.