topic 3 basic science process skills ii

8/13/2019 Topic 3 Basic Science Process Skills II

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INTRODUCTION

During our school days, we must have read about the belief of people of ancienttimes that the Earth was flat. Do you still remember what happened to Galileowhen he claimed that the Earth was actually a sphere?

So which is more important, teaching children with scientific knowledge orteaching them how to do science?

The history of science shows that theories and so called scientific knowledgechange over time as new and more information become available. Simply

providing a person with some scientific knowledge will never turn the person to become a scientist.

Since science is by doing, helping children to develop their natural scientificskills will help them to learn science.

In Topic 2 you have learnt about three basic science process skills. In this topic,you will learn about another three basic science process skills: communicating,making inferences and predicting. You will study about the skill of

LEARNING OUTCOMES

By the end of this topic, you should be able to:

1. Discuss the skill of communicating as a science process skill;

2. Describe the skill of making an inference;

3. Differentiate between inferences and observations; and

4. Describe the skill of predicting.

TTooppiicc 33

Basic Science

Process Skills II



TOPIC 3 BASIC SCIENCE PROCESS SKILLS II46

communicating as a science process skill and the tools that will help uscommunicate. We are also going to look into the meaning of making inferencesand predicting and the difference between these two skills and the skill of

observing. You will also carry out hands-on activities for each of these skills.

COMMUNICATING

Have you gone a day without saying a single word to anyone? It is almostimpossible for any normal human being not to utter a word for a day.Communication is almost a must for a normal human being every day. We needto share our thoughts, ideas, feelings or observations. Our ability to share ourinformation with others is basic to everything we do.

Scientists too need to make the information from their research available to thescientific community. They need to communicate their thoughts, ideas andresearch findings. Otherwise their research would go to waste. Communication isthe key to sharing the scientific methods with others. By doing so, discussion andanalysis on the research findings can be done. This is the key driver toadvancements in science.

Communicating means changing data or information gathered throughobservation into a form that can be understood by other people. Thuscommunicating goes hand in hand with observing. When we communicate to

someone about what we observed, we are actually sharing our observation withthat person. Communication is the process of sharing our ideas to create sharedunderstanding or shared meaning.

3.1

ACTIVITY 3.1

Take out your wallet or purse. Think of how you might describe it tosomeone so that she could draw it from your description. Write downyour description.

Now ask two of your friends to make a drawing of your wallet or purse based on your description. Ask them to colour the drawing as well.Explain in detail if they cannot figure out the colour or what the walletor purse looks like.

Compare the two drawings. Are they the same? Show the wallet orpurse to them. Let them comment on your description. This activityshows the effectiveness of your communicating skill.



TOPIC 3 BASIC SCIENCE PROCESS SKILLS II 47

3.1.1 Tools of Communicating

In order to develop good communication skills, we need to practice. Do you

realise that sometimes when we are talking about what we have observed or readto others, we suddenly discover new ideas or new meanings? The same goes forstudents when they talk about what they are learning or discover new ways toconstruct their thinking.

There are many tools we can use to help us in communicating science. Learningto use these tools will help us communicate our ideas or observations effectively.The tools that can be used for communication are shown in Figure 3.1.

Figure 3.1: Tools of communication

Are you familiar with all the tools in Figure 3.1?

(a) Data Tables and GraphsData tables and graphs are the tools that we always use almost every timewe write a report for an experiment. A data table will help to organise the

data, and a graph illustrates the correlation between dependent andindependent variables.

(b) DiagramsDiagrams support written text. They make the abstract become concrete.Diagrams also reinforce key messages.

(c) SymbolsSymbols are used to synthesise information, communicate scientificfindings or establish research priorities. Science communication products




such as posters, papers, newsletters usually have symbols. Can you imaginescience without symbols?

(d) MapA map is a visual representation of an area. A good map has a title,symbols, a key and a scale.

An early and most worthy use of a map is the famous dot map of Dr JohnSnow who plotted the location of deaths from cholera in central London forSeptember 1854. Study Figure 3.2. Deaths were marked by dots and theareasÊ eleven water pumps were located by crosses. Examining thescattered distribution over the surface of the map, Snow observed thatcholera occurred almost entirely among those who lived near and (drank

from) the Broad Street water pump. He had the handle of the contaminatedpump removed, ending the neighbourhood epidemic which had taken over500 lives.

A contaminated water pump in Broad Street proved to be the source for thespread of cholera (Drawn by Dr John Snow about 1854; shown in Stamp, L.D. 1964, AnGeography of Life and Death .).




Figure 3.2: Dr. John SnowÊs cholera map of 1854Source: www.york.ac.uk/depts/maths/histstat/snow_map.htm

(e) Mind mapsYou must be familiar with mind maps. A mind map is a tool to visuallyoutline information.

(f) ChartsGraphic organisers like charts are found to be effective with students whoare struggling with learning content. A chart is a sheet of information in theform of a table, graph or diagram. A chart can be used to introduce a topic,to activate studentsÊ prior knowledge, to analyse concepts and to synthesisewhat has been learnt.

Let us look at Table 3.1. Will it help your students to understand thefeatures of a butterfly?




Table 3.1: Descriptive Feature Chart for a Butterfly

Body Parts Number Colour Shape Position Appearance

Antennae 2 Black, straight line On head Thin

Head 1 Black, round Front ofthorax

Tiny, bigeyes

Thorax 1 Red and black, oval Behindhead

Bigger thanhead

Abdomen 1 Yellow, long oval Behindthorax

Black dots, 8parts

Legs 6 Black, straight line Attached tothorax

4 long, 2short

Wings 2 Yellow and black,curve

Attached tothorax

Large,colourful

Source: Using graphic organisers in literature-based science instruction. www.readingrockets.org/article/42321

(g) Concept MapA concept map of a science concept explains the authorÊs concept of theparticular science concept. Figure 3.3 shows the concept of plants based onan authorÊs understanding. Through the concept map the author iscommunicating to us his concept of plants. Can you understand theauthorÊs meaning of plants? Do you agree with him?

You can construct your own concept map of plants based on your ownunderstanding of plants.




Figure 3.3: A concept map of plantsSource: Constructivism in the classroom: mapping your way through.

Ian M. Kinchin (1998) www.leeds.ac.uk/educol/documents/000000811.htm

Can you suggest any other tool that can be used in communicating science?




1. How good can you communicate using a map?

(a) Place an object in the store room of your school laboratory.

(b) Construct a map of the laboratory and the store. Mark theplace where you put the object. There must be no writing orlabelling on the map.

(c) Give your map to one student outside the lab.

(d) Ask the student to locate where the object is.

How good is your map? Can the student find the object?

2. Choose any topic from the primary science syllabus. Study thetopic and draw a mind map for the topic. Compare your mindmap with your friendÊs mind map.

3. Is there any difference between the two? Discuss how you canmake the mind map more accurate.

4. In what way is a mind map suitable for communicating science?

MAKING AN INFERENCE

We make inferences every day. Study Figure 3.4. When we see a man dressedlike a policeman in a police car, we quickly infer him as a policeman.

Figure 3.4: Making an inference about the policeman

3.2

ACTIVITY 3.2




When we sit down to do our work, we infer that the chair is strong enough to supportour weight. Most of the time, we make inferences without thinking. This is because wehave already recognised the pattern and expect it to reoccur. See Figure 3.5.

Figure 3.5: Making an inference

Inference is not just a guess, but it is a very good guess, based on the pattern werecognise and is based on evidence. It is choosing the most likely explanation fromthe facts available. Scientists make inferences based on evidence that they have.

3.2.1 Difference between Observations and Inferences

Do you remember what an observation is? Yes, an observation is using one or moresenses to identify the characteristics, changes, similarities and differences in objects.

An inference is an explanation or interpretation of an observation. We makeinferences based on a recognised pattern that we observe. Study Figure 3.6

below. What is the observation and inference here?

Figure 3.6: Observation and inference




When we observe something, we will try to explain or to interpret it. We will useour past experiences to understand what we observed. The statement we use toexplain what is observed is what we call an inference.

Observing provides us with data, so when we are observing we are actuallygathering as much data as we can. So, an observation can be called the process ofgathering data. As we are gathering data from the observation, we will try tomake sense of the data, try to understand it and give an explanation about thedata. So, an inference is an explanation about the collected data. It is theconclusion drawn out of careful observation. In other words, inferences are basedon observations.

Study the following statements and identify which is an observation and which isan inference.

Inferences made by us can be right or wrong. To make a good inference we haveto make as many observations as possible. One important aspect in observation isattention. The more attentive we are, the better inferences we can make. Another

Observation: Dead fish

Inference: No one fed the fish

The grass on the officeÊs front lawn is wet. The sprinkler was on.

The school fire alarm is going off. They are having a fire drill.

The flag outside is waving; It must be windy out there.

I can see through the window, people are walking with umbrellas

or wearing rain coats. It must be raining.

She was very weak. When I touched her forehead, it was very hot.She must be sick.

What is the difference between an observation and an inference?

Use an example to illustrate your answer.

SELF-CHECK 3.1




ACTIVITY 3.4

Do this in pairs. Give your pen to your partner and ask him to makesome inferences about the pen. Get his pen and make your owninferences about the pen. To get you started, the examples below might

be helpful.

Observations Inferences

The pen body is translucent.

It is very light.

There are some scratches on thepen.

The pen is made from plastic.

It has been used for a few weeks.

Make as many inferences as you can. Exchange your list of inferenceswith your partnerÊs list. How good is your skill to make inferences?

ScenarioTwo boys, A and B, were standing outside the discipline teacherÊsroom dirt smeared on their faces. You could hear their teacherÊsvoice talking to the discipline teacher. A sneered at B and B returnedan angry glare.

List down your inferences.

Some inference statements we can make from this scenario are:

(a) A and B had been fighting, because there are dirt smeared on

their faces

(b) Both are still annoyed at each other, A sneered at B and Breturned an angry glare.

Compare your inferences with your friends.

ACTIVITY 3.3




PREDICTING

Do you occasionally make predictions? Does that make you a fortune teller?

A prediction is a forecast of what a future observation might be. Scientists makepredictions almost all the time. However, scientists are not fortune tellers. SeeFigure 3.7. A scientific prediction is always based on a scientific theory.

Figure 3.7: Predicting

3.3

Son : Mama, what will MalaysiaÊs population be in 2015?‰

Mama : What? Why?

Son : I want to learn how to make a prediction.

Mama : Dear, predicting is something that a fortune teller does. Do youwant to become a fortune teller?




Can you differentiate between predictions made by fortune tellers with thepredictions made by scientists?

Predicting is what we do most of the time. It is what we think will happen. But itis not just a wild guess, with little or no evidence. A prediction is based onobservations and patterns that we have developed from past observations. Ourinterpretation on what we observed will also play a big role in determining andaffecting how good our predictions are.

Why must we predict?

A prediction is a statement about what will happen in the future. It is a forecastof what a future observation would be. Therefore a good prediction will help usto plan possible actions to take. The prediction of volcanic eruptions will helpsave many lives by evacuating people living near the volcanic mountain. A verysmart prediction of a tsunami had saved almost all the villagers in Simuelue,Aceh in December 26, 2004 (only seven died out of a population of 78,128people).

The prediction of the tsunami in Simuelue was based on the observation of thesea level. Often the first sign of a tsunami is a receding sea level. So careful andcomprehensive observation will help in forecasting what will happen.

Now let us look at the difference between observations and predictions.

Observing and predicting are clearly distinguishable. Observing provides dataand we try to understand and make sense of the data. This is what we do whenwe observe something. We make sense of our surroundings by observing thingshappen, interpret and try to give explanation. We often detect patterns in whatwe observe. This helps us to explain why things work the way they do in thefuture.

1. Have you ever read a novel and guessed the ending? Do you have any basis when you made the guess?

2. Have you ever watched a movie without trying to figure out whatwould happen next?

3. If you did, you were making a prediction.




We construct mental models to provide order to things we observe. These mentalmodels help us in predicting occurrences that might happen. So, a prediction is

based on observation coupled with previous knowledge or experience.

Study the following examples:

(a) ZetiÊs cat was named Smart. Smart is really clever. Zeti always took him outfor a walk and sometimes she comes back without Smart, but Smart knowshow to get home by himself. Yesterday, Smart was kidnapped. Zeti is notworried. She is confident that Smart will try to escape and get back to her.

(b) My motherÊs plant is already blooming. I can see the flowers coming out. Iam sure it will produce seeds soon.

(c) The two balls with equal mass, and equal speed are involved in a head onelastic collision. Both balls must rebound with the same velocity.

(d) Daniel is only five years old. He loves fried rice. He can eat a lot of fried ricefor someone his age. In a few years, he will become overweight.

Let us look at example (a).

Smart is a very clever cat. He is so used to ZetiÊs housing area. He alwaysmanaged to find his way back home Observation.

Zeti is very sure that Smart will be back ZetiÊs prediction

Can you identify which statements are the observations and whichare the predictions for examples (b), (c), and (d)? Compare youranswers with your friends.

ACTIVITY 3.5




Communication is almost a must for a normal human being every day

When we communicate to someone about what we observed, we are actuallysharing our observation with the person.

Communication is the process of sharing our ideas to create sharedunderstanding or shared meaning.

Scientific knowledge is communicated through various ways both verbal andnon-verbal.

Some tools we can use to share our ideas and observations are data tables,charts, diagrams, maps, symbols, mind maps, concept maps and graphs.

An inference is a statement we use to explain what we observe.

In other words, inference is based on observation. There will be no inference,if there is no observation.

Most of the time, we make inferences without thinking, because we havealready recognised the pattern and expect it to reoccur.

When we observe something, we will try to understand it using our pastexperiences.

ACTIVITY 3.6

Do this activity in pairs.

Pick a 400g and a 200g weight from your science room. Discuss with yourpartner how to make a prediction on which weight will reach the groundfirst if both weights are dropped from the same height at the same time.Write down your prediction.

Ask your partner to stay at one point on the ground away from whereyou are going to drop the weights to check on your prediction. Drop bothweights from the third floor of your school building simultaneously.

To ensure the result is reliable, you would need to repeat this activity. Did

you make a good prediction?

Discuss the results. Can you give an explanation for the results?




To make a good inference we have to make good observations. One of theimportant aspects in observation is attention. The more attentive we are, the

better inference we can make.

If we have rich information (ample data and evidence) about the object orevent, this will help us to make a better inference.

An inference is very crucial in evaluating circumstances and decision making.

Scientists use evidences to make inference about something they arestudying.

A prediction is a statement about what will happen in the future, a forecast ofwhat a future would be.

We often detect patterns in what we observe. This helps us to explain whythings work the way they do in the future.

A prediction is based on observations and patterns that we have developedfrom past observations.

A scientific prediction is always based on a scientific theory.

A good prediction will help us to plan possible action to take.

Communication

Inference

Observation

Predicting

Tools of communicating

Ian M. Kinchin (1998). Constructivism in the classroom: Mapping your waythrough.). Retrieved 18 July, 2012, from www.leeds.ac.uk/educol/documents/000000811.htm

Jones, E. & Childers, R (2001). Contemporary college Physics. (3rd ed.). NewYork: McGraw-Hill.




McLeod, K.S. (2000). Our sense of os Snow: the myth of John Snow in medical geography . Social Science & Medicine 50 (2000) 923 -935.

Ministry of Education Malaysia (2002). Curriculum specification, Science Year 1 .Kuala Lumpur: Pusat Perkembangan Kurikulum.

Rezba,,R.J.et.al.(1995). Learning and assessing Science Process Skills . (3rd ed.).Dubuque, IA: Kendall/Hunt Publishing Company.

Teaching Science Process Skills. Retrieved 17 July, 2012, fromhttp://www.nsta.org/elementaryschool/connections/200712torreshandoutparentnstaconn.pdf

Teaching About How Scientists Make Inferences . Retrieved 17 July, 2012, fromwww.readingrockets.org/pdfs/inference-science-strategy-guide.pdf

Using Graphic Organizers In Literature-Based Science Instruction. Retrieved 17 July, 2012, from www.readingrockets.org/article/42321

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