science process skills by: stephanie patterson and martha seixas
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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
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