Science Process Skills

By: Stephanie Patterson and Martha Seixas

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.

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.

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.

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.

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.

Types of Process Skills

BASIC (ages 5 and up) Observing Classifying Measuring Using Number Relationships Communicating Making Models

Types of Process Skills cont.

INTERMEDIATE (ages 9-11 and up)

Inferring Predicting

Types of Process Skills cont.

ADVANCED(ages 12 and up) Hypothesizing Planning Investigations Variables Conducting Experiment Defining Operationally Collecting Data Interpreting Data

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.

1. OBSERVING (cont.)

Detailed and descriptive of what is perceived.

Observations are recorded.

It is known as qualitative data.

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.

3. MEASURING

Usage of instruments

Standard measures and estimations

Compares known and unknown data

Charts, Graphs and Tables

Key Word: Quantitative Data

4. USING NUMBER RELATIONSHIPS

Mathematics and Science

Application of numbers to make decisions

Logical Reasoning and problem-solving

5. COMMUNICATING

Written, Spoken or Pictorial

Discussion and Critical Analysis

Sharing Ideas

6. MAKING MODELS

Representations to explain Ideas

Clarifies explanations and demonstrates relationships

Graphic Symbols

B. INTERMEDIATE (ages 9-11 and up)

7. INFERRING

Based on previously gathered information

Interpretation of observation

Statements that provide explanations

8. PREDICTING

Based on observations and inferences

Prior knowledge of similar events

Belief of most likely outcome

Key Word: Educated Guess

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

10. PLANNING INVESTIGATIONS

Procedures of how an experiment will be held:

Identify Materials Describe Appropriate steps Reasonable Procedure

11. VARIABLES

Factors that might influence the Experiment

Students need practice in identifying variables

Key Words: Dependent, Independent and Constant Variables

11. VARIABLES (cont.)

Identifying and Controlling VariablesManipulating one factor to

investigate the outcome.

Describing Relationships between the variables

12. CONDUCTING EXPERIMENT

Follow directions of procedures

Can be done numerous times

Tests an Hypothesis

13. DEFINING OPERATIONALLY

Describes what is done and observed

How to measure a variable

14. COLLECTING DATA

Gather and record information

Collect quantitative and qualitative data

Organizing data in Graphs, Charts and Data to be analyzed

15. INTERPRETING DATA

Analyzing and explaining gathered information

Drawing conclusions based on data

Cause and Effect Relationship

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