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This study aimed to investigate basic process skills, integrated process skills and overall science
process skills of science teachers in terms of some variables. This study had a survey design. The
study population consisted of 170 science teachers from a province located in the Central Anatolia
Region of Turkey. The study data were obtained from science process skills test arranged by Aydodu
(2006). The results of the study showed that especially integrated process skills of science teachers
were not at a satisfactory level. Other results revealed that basic process skills of science teachers
differed on their in-service training on these skills and seniority whereas integrated process skills of
science teachers on the frequency of use of these skills in the classroom. Finally, results indicated that
overall science process skills of science teachers differed on the frequency of use of these skills in the
classroom and on in-service training on these skills. This study suggests conducting some further
studies to bring science process skills of science teachers to a satisfactory level.
Key words: Science process skills, science teachers, seniority, gender.
INTRODUCTION
Students need to reach many different types of
information. Science process skills help students get this
information (Burke, 1996). In order to achieve this result,
students should learn the scientific research process
(Gay, Mills & Airasian, 2009:5). The scientific research
process can be taught using science process skills
(American Association for the Advancement of Science,
1989; Feyziolu, Demirda, Akyldz & Altun, 2012). The
scientific research process can be described as
identifying a problem, gathering data, analyzing the data,
and interpreting the gathered results (Fraenkel & Wallen,
2006:7). Therefore, scientific research develops students
higher level thinking skills, such as asking questions,
Aydodu
583
584
Aydodu
585
Variables
Gender N
Male
80
Female 90
Total
170
%
47
53
100
Seniority
0-5 years
6-10 years
11-15 years
16-20 years
21 and more years
Total
N
21
25
46
47
31
170
%
12
15
27
28
18
100
Workplace
Village
Town
District
City center
Total
N
25
40
27
78
170
%
15
23
16
46
100
Table 2. Skill areas measured with SPSTFT and maximum scores to be taken from these skills.
Questions
1
2
3
4
5
6
7
8
9
Total
1
2
3
4
5
6
7
Total
Scenarios of SPSTFT
Observing
Experimenting
Formulating hypotheses and Identifying variables
Formulating hypotheses and Identifying variables
Classifying
Measuring
Experimenting
process skills.
As it can be seen in Table 3, basic process skills of SPSTFT are
observing, classifying, measuring and inferring; integrated
process skills of SPSTFT are formulating hypotheses, identifying
and controlling variables, experimenting" and interpreting data.
Data analyses
SPSS 16.0 packet program has been used for the analysis of data
gained after the applications
Analysis of the data obtained from science process skills of
teachers test was conducted in two stages. In the first stage, tests
were evaluated by two researchers individually. The reason for
such an analysis was to obtain quantity data via open-ended
scenario questions in the test. In order to ensure reliability, tests
were analyzed individually by two researchers during SPST
evaluation. First of all, researchers analyzed 20 participants' tests
individually. Regarding these analyses, coefficient of concordance
between researchers was measured as 83. Afterwards, researchers
gathered, compared and discussed the analyses. Finally, all data
were analyzed by two researchers independently, and percentage
4
4
4
4
4
4
4
28
RESULTS
Scores that science teachers obtained from basic and
integrated process skills of SPSTFT are presented in
Table 4.
As it can be seen in Table 4, teachers' success percentages of basic process skills and integrated process skills
586
Table 3. Distribution of questions in SPSFT regarding basic and integrated process skills and maximum scores.
SPSTFT
Bas
ic
Pro
ces
s
Skill
s
Inte
grat
ed
Pro
ces
s
Skill
s
Observing
Classifying
Measuring
Inferring
Total
Formulating hypotheses
Identifying and controlling
variables
Experimenting
Interpreting data
Total
Overall total
Question
number
1
1
1
1
3
1
8
1
2
1
2
2
2
1
9
16
2
1
2
3
2
4
2
Question type
Table 4. Scores That science teachers obtained from basic and integrated process skills of SPSTFT.
SPSTFT
Basic Process Skills
Observing
Classifying
Measuring
Inferring
Total
Integrated Process Skills
Formulating hypotheses
Identifying and controlling variables
Experimenting
Interpreting data
Total
Overall Total
Maximum score
Success
percentage
Std. Deviation
6
6
6
2
20
3.30
3.54
3.46
1.31
11.62
55 %
59 %
58 %
65 %
58 %
1.77
1.27
1.28
.89
2.99
4
8
12
2
26
46
1.40
3.68
5.32
0.98
11.40
23.03
35 %
46 %
44 %
49 %
44 %
50 %
.70
2.18
2.75
.64
3.96
5.83
independent variables.
Table 7 displays the results of the factorial ANOVA
conducted to investigate the impact of independent
variables (Teachers' competency levels towards teaching
science process skills, teachers' competency levels
towards teaching science process skills, teachers' usage
frequency of science process skills in classroom, inservice training on science process skills, gender,
seniority, workplaces ) on basic science process skills of
teachers.
According to the findings presented in Table 7, only inservice training [F(1,154)=6,28; p= .013; 2=.039] and
seniority [F(2,154) = 3,28; p= .013; 2=.079] were found to
Aydodu
Measuring
Mean
Std. Deviation
170
.58
.149
170
.44
.152
Result
t: 11.177
Sig: 0.000*
p<0.01
Table 6. Mean scores of basic, integrated and overall science process skills of teachers in terms of independent variables.
Basic
process skills
Independent
variables
Teachers'
interest
levels
towards
science process skills
Teachers'
competency
levels
towards
teaching
science process skills
Teachers'
usage
frequency of science
process
skills
in
classroom
In-service training on
science process skills
Gender
Seniority
Workplaces
ntegrated
process skills
SS
SS
SS
High
Medium
Low
High
Medium
46
96
28
48
83
12.50
12.14
8.39
12.29
11.93
2.61
2.63
2.65
2.38
3.01
13.19
11.53
8.03
12.08
11.78
4.27
3.48
2.83
3.45
4.24
25.69
23.67
16.42
24.37
23.72
6.00
4.70
4.03
5.10
5.90
Low
39
10.12
3.17
9.76
3.54
19.89
5.51
48
12.68
2.97
13.85
4.19
26.54
6.01
91
31
37
133
90
80
21
25
46
47
12.12
8.51
12.54
11.36
11.70
11.53
13.23
12.32
11.82
10.74
2.38
2.63
2.92
2.97
2.85
3.15
1.60
3.28
3.23
2.69
11.23
8.12
12.67
11.05
11.43
11.37
12.04
11.72
11.50
11.61
3.30
2.74
4.15
3.85
3.59
4.36
4.86
3.37
3.95
3.95
23.35
16.64
25.21
22.42
23.13
22.91
25.28
24.04
23.32
22.36
4.35
3.98
6.05
5.64
5.55
6.16
5.31
5.64
6.52
5.02
31
11.00
3.05
10.25
3.79
21.25
6.02
25
40
27
78
11,84
12,00
12,18
11,16
3,26
3,26
3,02
2,72
11,52
11,52
12,18
11,03
3,42
4,13
4,38
3,91
23,36
23,52
24,37
22,20
5,71
5,52
6,78
5,66
Very
frequently
Sometimes
Never
Received
Not received
Female
Male
(0-5) years
(6-10) years
(11-15) years
(16-20) years
(21 and more)
years
Village
Town
District
City center
Table 7. Results of the factorial ANOVA for the effects of the independent variables on basic science process skills.
Independent variables
Sig.
1.327
.268
.017
.015
.985
.000
1.473
.232
.019
6.285
.013*
.039
Gender
.140
.708
.001
Seniority
3.285
.013*
.079
Workplaces
.401
.753
.008
R Squared = ,344 (Adjusted R Squared = ,280).*The mean difference is significant at the 0.05 level.
587
588
Table 8. Post Hoc Analysis (Scheff) for science teachers' basic process skill scores of SPSTFT regarding their seniority.
SPSTFT
(I) Seniority
(J) Seniority
6-10 years
11-15 years
0-5 years
16-20 years
21 and more years
0-5 years
11-15 years
6-10 years
16-20 years
21 and more years
0-5 years
6-10 years
11-15 years
16-20 years
21 and more years
0-5 years
6-10 years
16-20 years
11-15 years
21 and more years
0-5 years
21
and
more 6-10 years
years
11-15 years
16-20 years
Std. Error
.86124
.76625
.76370
.82231
.86124
.72294
.72023
.78211
.76625
.72294
.60345
.67610
.76370
.72023
.60345
.67320
.82231
.78211
.67610
.67320
Sig.
.888
.496
.034
.121
.888
.976
.315
.585
.496
.976
.525
.827
.034
.315
.525
.998
.121
.585
.827
.998
Aydodu
589
Table 9. Results of the factorial ANOVA for the effects of the independent variables on integrated science process skills.
Independent variables
Teachers' interest levels towards science process skills
Teachers' competency levels towards teaching science process skills
Teachers' usage frequency of science process skills in classroom
In-service training on science process skills
Gender
Seniority
Workplaces
R Squared = ,344 (Adjusted R Squared = ,280)
F
.643
.573
6.241
3.086
.063
.131
.847
Table 10. Post Hoc Analysis (Scheff) for science teachers' integrated skill scores of SPSTFT n relation to their usage frequency of
science process skills n classroom.
SPSTFT
Mean Difference
(I-J)
2.62340*
5.72513*
-2.62340*
3.10174*
-5.72513*
-3.10174*
.62250
.80406
.62250
.72570
.80406
.72570
.000
.000
.000
.000
.000
.000
Table 11. Results of the factorial ANOVA for the effects of the independent variables on overall science process
skills.
Independent variables
Teachers' interest levels towards science process skills
Teachers' competency levels towards teaching science process
skills
Teachers' usage frequency of science process skills in classroom
In-service training on science process skills
Gender
Seniority
Workplaces
Sig.
1.366
.258
Partial Eta
Squared
.017
.302
.740
.004
5.703
6.991
.149
1.028
1.021
.004*
.009*
.700
.395
.385
.069
.043
.001
.026
.020
R Squared = ,397 (Adjusted R Squared = ,339).* The mean difference is significant at the 0.05 level.
590
Table 12. Post Hoc Analysis (scheff) for science teachers' overall science process skill scores of spstft in relation to their usage frequency of science process skills in
classroom.
SPSTFT
Sometimes
Never
Mean
Std. Error
Difference (I-J)
3.19002*
.86093
9.89651*
1.11203
-3.19002*
.86093
6.70649*
1.00365
-9.89651*
1.11203
-6.70649*
1.00365
Sig.
.001
.000
.001
.000
.000
.000
Aydodu
591
592
Aydodu
593
594