SCIENCE PROCESS SKILLS

K to 12 BASIC EDUCATION CURRICULUM

K to 12 Science Curriculum Guide December 2013 Page 2of 66
CONCEPTUAL FRAMEWORK
Science education aims to develop scientific literacy among learners
that will prepare them to be informed and participative citizens who
are able to make judgments and decisions regarding applications of
scientific knowledge that may have social, health, or environmental
impacts.
• This curriculum is designed around the three domains of learning
science: understanding and applying scientific knowledge in local
setting as well as global context whenever possible, performing
scientific processes and skills, and developing and demonstrating
scientific attitudes and values.
THE SCIENCE PROCESS SKILLS
-->Inquiry skills used by scientists in their scientific investigations. They
are skills that help the learner build up competence in searching for
knowledge and information in the field of sciences through scientific
method sustenance and arousal of interest in future science-based
pursuits (Al-Rabaani, 2014; Gbamanja, 2002; Karamustafaoglu, 2011;
Malhi, 2017; Maneerat, 2016; Onwioduokit, 2013; Vittiand Torres,
2006)
--> Science process skills (SPS) as skills needed to undertake meaningful
scientific enquiry (Onwioduokit 2013)
3. Yumusak (2016), defined SPS as transferable skills that are applicable
to many sciences and reflects the behaviour of scientists. These skills
facilitate the learning of science, ensures active students’ participation,
have students develop the sense of undertaking responsibility in their
own learning, increase the permanence of learning, having students
acquire research ways and methods by ensuring their thoughts and
behaviours like a scientist.
4. SPS are the building blocks of critical thinking and inquiry in science
(Raj and Devi, 2014)
5. Gbamanja (2002), observed that SPS formed the basis for building
the Nigerian primary school science curriculum. The idea is that once
the skills have been developed in the child, he or she lives with the
attitudes for life.
6. Science process skills are therefore, special skills that simplify the
learning of science, activate or make students become very committed
to their learning or studies, and as well develop the students’ sense of
responsibility to take charge of their own learning, increases
permanency of learning and research methods (Karamustafaoglu,
2011).
2 Classifications of Science Process
Skills
Science process skills are classified broadly into two (2) categories;
1. Basic Science Process Skills (BSPS), and
2. Integrated Science Process Skills (ISPS).
Basic Science Process Skills
observing, classifying, measuring, communicating, inferring and
predicting
Integrated Science Process Skills
Includes:
identifying and defining variables, collecting and transforming data,
constructing tables of data and graphs, describing relationship between
variables, interpreting data, manipulating materials, recording data,
formulating hypotheses, designing investigations, drawing conclusions
and generalizing
OBSERVING
1. Most basic and fundamental of the process skills.
2. Defined as the gathering of information through the use of any one,
or combination of the five basic senses; sight, hearing, touch, taste, and
smell.
3. Determining the properties of an object or event by using the senses.
Ways to Develop the Skill
(Observing)
1. Make sure that the students are required to use several, if not all, the
five senses.
2. Include observation of things that are moving or objects that are
likely to produce changes.
3. Use materials and objects with different characteristics.
4. Allow them to use numerical descriptions.
5. Plan lessons where they have to observe things and events.
6. Stick to statements about what they observe.
Advantages in Developing the Skill
(Observing)
1. Students become keen in gathering information through the use of
the senses
2. The observations they gather will be real
3. They are more competent in answering or solving problem situations
rather than depend on hearsays and untested solutions
4. Constant use of the senses
5. They develop a scientific mind
Examples of Activities (Observing)
1. The learner will describe the paper according to color, shape(sight),
texture (touch).

2. The learner will be blind folded and make observations on different

types of rocks using the sense of touch.

3. The learner will create observations about a coin using the senses.
COMPARING
1. Using observable properties in
discovering similarities of and differences
between objects and phenomena. Through
comparison, we are able to identify
relationships among objects and
phenomena observed.
Ways to Develop the Skill
(Comparing)
1. Include materials with varied features so as
to sharpen their ability to do the same
2. Refrain from pointing to the property to be
examined’
3. Contrasts can be expressed in both quantitative
and qualitative manner
4. Comparisons can be recorded in the form of
tabulations, graphs, or colored illustrations for
easy interpretations
Advantages in Developing the Skill
(Comparing)
1. Enables the students to analyze 4. Enables the students to
the information evaluate evidence whether to
gathered by observing accurately accept or reject them before
and honestly formulating a conclusion
2. Care in comparing guarantees 5. An objective comparison
precision and facilitates accurate interpretation
of data.
authenticity
3. They become wise decision-
maker
Examples of Activities (Comparing)
1. Pupils are blind folded and instructed to use their hands, ears,
nostrils and tongues to distinguish between coins and plastics.
2. Spot the difference
CLASSIFYING
1. The ability to be able to sort objects or phenomenon into groups or
order, based on observation or measurement or even both. Grouping
objects or events is a way of imposing order based on similarities,
differences and interrelationships (Vitti and Torres, 2006).
2 Methods of Classifying
Torres,2006)
1. Binary classification
A set of objects is simply divided into two
(2) subsets on the basis of whether each
object has or does not have a particular
property.
Ex.
i. Vertebrate and invertebrate animals
ii. Organic and inorganic compounds
iii. Soluble and insoluble salts.
iv. Alcoholic and non-alcoholic drinks
(Vitti and
2. Multi-state classification
Constructed by performing consecutive
binary classifications on a set of objects
and them on each of the ensuring subsets
to form layers or stages.
Ex.
Classification of organic compounds into
the different homologues of hydrocarbon
compounds (Alkane, Alkene, Alkyne),
carboxylic acids (Cyclic and Heterocyclic)
Ways to Develop the Skill (Classifying)
1. Start by requiring the students 3. Expose them in the learning
to classify their things at home area in the school
2. A student can classify a number 4. Go out of the classroom and
of objects if he/she discovers the observe how things are classified
characteristics, property or quality in nature
of the objects where the 5. Use only one characteristic at a
classification can be based time in classifying things to avoid
confusion
Advantages in Developing the Skill
(Classifying)
1. Making it easy to look for them when needed’
2. A neat and properly arranged room speaks of a systematic
and disciplined group of students
3. An orderly learning environment is pleasant, safe and a
joy to stay in
4. Systematic habits of work
5. Easy to analyze and interpret the data collected
Examples of Activities (Classifying)
1. Segregation of waste
(Biodegradable, Non-biodegradable, Recyclable materials)
2. The learner will use a magnet to classify objects as magnetic or
nonmagnetic.
3. The learner will use a balance and sort objects according to mass
MEASURING
Using both standard and nonstandard measures or estimates to
describe the dimensions of an object or event.

It is an observation made more specific by comparing some attribute of

a system to a standard of reference.
Ways to Develop the Skill (Measuring)
1. Consistently require students to quantify their answers about
measurable materials to be used until the habit is formed.
2. Always emphasize the importance of accurate measurements in
order to avoid wastage of materials
3. Provide sufficient practice in using common measuring instruments
and using of appropriate measuring units.
Advantages in Developing the Skill
(Measuring)
1. The skill in measuring insures
accurate results in an
experiment
2. Quantifying observations
facilitates analysis and
interpretation of data
3. Students develop the values of
preciseness, care, and authenticity
4. Wasted of time, effort and
expensive materials are avoided if
students stick to accurate
measurement.
Examples of Activities (Measuring)
1. The learner will find the mass of different liquids that have the same
volume using a weighing scale.

2. Using measuring tools correctly

e.g. (i) using ruler to measure length of a rod
(ii) using thermometer to measure temp of water.

3. The learner will measure the distance travelled by a marble using a

meterstick
COMMUNICATING
Using words or graphic symbols to describe an action, object or event.

Communication must be clear and effective if the other person is to

understand the information.

Expressing ideas in many forms, such as orally, in writing or with

graphs, diagrams, tables of data or photographs
Ways to Develop the Skill (Communicating)
Advantages in Developing the Skill
(Communicating)
Examples of Activities (Communicating)

The learner will create a line graph showing the relationship between
speed and the mass of a marble.

The learner will discuss possible errors with other classmates