Basic Science Process Skills Research Articles

Impact of STEM Education on Preschool Children's Scientific Process Skills

This study was conducted to reveal the effect on scientific process skills of STEM activities. The study group consisted of 57 children, one experimental group, and two control groups. In this study, a semi-experimental research method was used. In the data collection process, three data tools were used to collect data. Two of them were developed by the researcher "Demographic Information Form," which contained personal information about children and their parents, and the "Scientific Process Skills Test" to evaluate the basic scientific process skills of 60-72-month-old children. developed by Goodenough in 1926, the "Good Enough Harris Test" was used to determine the homogeneous distribution of the research groups. In the analysis of the experimental process of this study, a 3x3 mixed design ANOVA method was used. To show the significant difference between the groups, parametric and nonparametric tests were used depending on whether they showed normal distribution or not. The study findings showed that the scientific process skills of the children who participated in the experimental group differed significantly from those of the children in the control groups. The findings obtained in this study suggest that STEM activities improve the basic scientific process skills of 60-72-month-old children.

Science Learning for Early Childhood Students with Science Games Play

From an early age children must be equipped with various sciences knowledge, including science. This research aims to review various sources about the science play as a form of learning method at the PAUD level as well as knowing the effectiveness of the science play method in learning science learning in early childhood. Science learning is a process that emphasizes skills of acquiring knowledge and developing scientific attitudes. Science learning is a process of understanding the nature of science itself, namely curiosity, process, product and application/attitude. The literature that was collected in the form of journals, articles and books relevant to the topic, then interpret and analyzed the sources, interpretation of the sources and compiled them in a systematically and structured. Early childhood is a period of child development that is interesting to observe. This is because it involves complex processes, both those that occur inside (physiological and psychological) and outside (environment). The science play method is effective in learning science in early childhood, including; it can improve science abilities and science learning outcomes, introduce and improve basic science process skills and improve children's science concepts.

Development of STEAM activity “Eco-Friendly Straw” based science learning kit to examine students’ basic science process skills

To response the calls of reducing single-use plastic consumption, scientists are increasingly interested in exploring alternatives to plastic for making drinking straws. Many commercial eco-friendly drinking straws are made using several raw materials namely paper, wheat, or rice. These involve complex machinery process and advanced technology that are too complicate for students to learn applying skills and knowledge in implementation. One of alternatives is the straw from nature innovation of Sakon Nakhon Rajabhat University (SNRU). It uses flours as raw materials and relies on basic science knowledge of polymer. The innovation has been simplified as an affordable science learning kit for students learning science through making edible drinking straws without using machine and chemical contained. This study developed a STEAM activity “Eco-Friendly Straw” based the science learning kit to examine students’ basic science process skills (BSPS). The STEAM activity consisted of four sections corresponding to six-procedure engineering design process (EDP). The samples were 120 students from secondary school and high school levels with 60 people per level. The students’ group worksheets and produced drinking straws were analyzed and revealed that BSPS performance of the high school students was higher. The art discipline of the STEAM activity was found fostering learning engagement of the students whose BSPS scores were low. The change of pre-test to post-test on polymer of both student levels was found a significant difference. The satisfaction of the secondary school students was higher. Guidance for teachers interested applying this STEAM activity to their classrooms is provided.

The study of parents creating opportunities for their preschoolers in using basic scientific process skills at home

ABSTRACT This quasi-experimental design study was conducted to examine the effect of the Science Activities Education Program for Parents (SAEPP) on parents’ ability to create opportunities for their children to develop basic scientific process skills at home. The study group consisted of 108 parents (54 experimental, 54 control) whose children attended two different municipal preschools in Izmir. The ‘Scale for Level of Using Basic Scientific Process Skills: Parent Form’ (SLUBSPSPF) was used to collect data for the study. Findings: There was a statistically significant difference between the pretest-posttest mean scores of SLUBSPSPF regarding the experimental group. The posttest scores show that SAEPP provides a significant increase in the situation of parents creating opportunities for their children to use basic scientific process skills (BSPS). In addition, when the Parent Form posttest and follow-up test mean scores were compared, it showed that there was no significant difference and that the education provided (SAEPP) had a permanent effect (p > 0.05).

Is it necessary to modify science learning for autistic children?

Modifying the curriculum is often necessary for autistic children to effectively engage in their learning. Interestingly, a particular learning process was discovered that proved to be effective without any need for modification - specifically, teaching science to an autistic child. This discovery calls for further investigation. This study aims to provide a comprehensive description of the unique traits exhibited by autistic children who excel in learning science without the need for any modifications. This study utilized the Spradley analysis method, which involves domain analysis, taxonomic analysis, componential analysis, and cultural theme analysis. The participants in this study consisted of elementary school students in the 3rd grade who have autism. They were selected using the purposive sampling method. The data collection involved conducting interviews, examining documentation, and studying artifacts. The findings of the study indicate that children with mild autism can effectively learn science without requiring any adjustments, while still receiving necessary accommodations. Tasks can be effectively completed with the support of teachers and the assistance of paraprofessionals. Autistic children demonstrate proficiency in basic science process skills, creativity, and fine motor skills. They also exhibit a positive affect and are able to socialize effectively. Addressing focus and emotional issues involves implementing structured meal plans, providing parents with guidance on educating their children, and fostering strong collaboration with teachers.

The Effect of Fruit Audio Aroma Media on Basic Science Process Skills in Elementary School

The Effect of Fruit Audio Aroma Media on Basic Science Process Skills in Elementary School

Development of Self-Regulated Learning Material (SLM) for Enhancing Students' Basic Science Process Skills

This study examines the impact of self-regulated learning materials on the academic performance of Grade-3 students. Pre-test and posttest were implemented to identify the development of self-regulated learning materials. The materials underwent a validation process by the expert to ensure their content, format, presentation and organization, accuracy, and up-to-datedness were appropriate. Validating self-regulated learning materials is crucial to ensure suitability and efficacy. Furthermore, the materials evaluated based on phase, including forethought, volition, and self-reflection. Self-regulated Materials was evaluated by the school head for validation. A validated material has been carefully reviewed by experts to ensure that it is appropriate and effective. The evaluation rated as very satisfactory. The results indicated that these materials greatly extent students' ability to regulate their learning, enhance motivation, and develop critical think skills. The Pre-test and post-test were conducted before and after the use of supplementary materials to assess the basic science process skills. Inferential statistics were performed using t-test of difference to determine significant difference. The results indicated that there is a significant difference between the pre-test and post-test scores, indicating the use of self-regulated learning materials significantly enhanced the skills and performance of Grade-3 students. Schools are encouraged to promote the use of self-regulated learning material to enhance learning outcomes. The future researcher on the same topic may be conducted for improving science education where students will be benefited. Educator may improve quality of education and support students in achieving their potential and academic success.

Analisis aktivitas pembelajaran yang memfasilitasi keterampilan proses sains dasar pada buku tematik tema selalu berhemat energi kelas iv sekolah dasar

<p class="15"><em><span>This study was conducted to analyze learning activities that facilitate Basic Science Process Skills in students' thematic books. These skills include observing, classifying, inferring, measuring, predicting, and communicating skills. This study uses a qualitative approach. The data are in the form of student thematic books. The validity of the instrument used is the validity of the expert or Gregory and the data is validated by the theory of persistence and triangulation. Learning activities that facilitate communication appear a number of 92 items to be the most indicators. The second order is to display the data on the number of 47 items on the observing indicator. The third order with 27 items on the indicator concludes. Fourth order with 18 items on the grouping indicator. The last order with 17 items on measurement indicators and predictive indicators. There is one activity that is not facilitated by the Basic KPS in the student book, namely the manufacturing process activities obtained from the results contained in the conclusions. These considerations are based on the absence of activity content in students' thematic books. Thematic book for grade IV students, theme 2, contains sufficient and good Basic Science Process Skills.</span></em><em></em></p>

Profile of Basic and Integrated Science Process Skills in Science Learning at Madrasah Ibtidaiyah Negeri

Science process skills underlie every student's activity in learning science at school and its application in technology and problem-solving. However, these skills are not trained enough in the Madrasah Ibtidaiyah Negeri (MIN). Therefore, the purpose of this study was to describe the profile of basic and integrated science process skills in MIN students. This research is a quantitative and qualitative descriptive study, where 79 students from 4 MINs in Hulu Sungai Utara were involved in working on a science process skills test instrument adapted from Suja (2010). The results showed the achievement of students' basic science process skills including measuring, questioning, communication, predicting, classifying, inferring, and observation; as well as the achievement of integrated science process skills including formulating hypotheses, planning experiments, interpreting data, and applying concepts with the lowest being 5.3% (hypothesizing) and the highest being 51.8% (measuring). Therefore; The profile of students' basic and integrated science process skills is still not good. Considering scientific process skills as the basic foundation in learning science, educators need to cultivate these skills in learning scientific concepts and their application in solving real life problems.

Profile Analysis of Basic Science Process Skills for Grade 8 Junior High School Students at SMP Negeri 2 Sembawa

Profile Analysis of Basic Science Process Skills for Grade 8 Junior High School Students at SMP Negeri 2 Sembawa

Case and Project-Based Learning Lessons in Enhancing Science Process Skills

The purpose of this study was to determine the significant difference in the pre-assessment and post-assessment performance of the students as to their science process skills and to assess the feedback of case and project-based learning lessons in enhancing the science process skills of the Grade 9 Students. The study used the descriptive-experimental methods of research with selected 70 Grade 9 students as participants. In line with the findings of the study, the students’ pre-assessment performance revealed that they are “moving toward mastery” as to their basic science process skills and are at “low mastery” level as to their integrated science process skills while the post-assessment performance revealed “mastery” and “near mastery” levels as to their basic and integrated science process skills, respectively. Therefore, there is significant difference in the pre- assessment and post- assessment performance of the students as to their science process skills in terms of basic and integrated science process skills. Align with this, the respondents perceived case and project- based learning strategy as highly effective. Based on the conclusion laid, teachers may consider the use of lesson exemplar with case and project- based learning strategies as a mode of assessing and improving students’ science process skills.

Analysis of the Infusion of Science Process Skill Contents into the Ethiopian Grade Nine Biology Textbook: A Content Analysis

This study aims to assess the status of Science Process skill contents in the Ethiopian grade nine biology textbooks. It evaluates the inclusion of basic and integrated science process skills (SPS) involved in scientific inquiry using the eleven Science Process Skills indicators. After having accessed the Ethiopian grade nine biology textbook from the net, the researchers read it once and again while doing this research. The content analysis research design was used in this research. The result confirmed that basic science process skills cover an excessive percentage compared to integrated science process skills. The skills included in the textbook were inferring, observing, and classifying (from the basic SPS), experimenting, and modeling (from the integrated SPS). The textbook is additionally not often made out of scientific communication skills and data collection and interpretation SPSs. However, the textbook no longer consisted of the prediction (from the basic SPS) and hypothesizing and controlling variables (from the integrated SPS). Generally, the research findings confirmed the unequal integration of SPS in the textbook. On the premise of the findings of this study, the researchers forwarded that textbook writers and professionals at the Ministry of Education need to prepare a preferred and harmonized biology textbook with a reasonable balance of all the integrated skills that could increase students’ use of the integrated scientific skills

Development of Self-regulated Learning Material (SLM) for Enhancing Students' Basic Science Process Skills

Development of Self-regulated Learning Material (SLM) for Enhancing Students' Basic Science Process Skills

Validation of an instrument for assessing basic science process skills in initial elementary teacher education

ABSTRACT Basic science process skills (SPSs) constitute a key dimension of the scientific competence that should be developed from an early age. Therefore, preservice elementary teachers (PETs) who are preparing to teach science should have a sufficient mastery about it. This study presents a questionnaire that allows gradual levels of performance in SPSs to be established regarding formulating questions and hypotheses, identifying variables, measurement, planning an inquiry, and interpreting data. The questionnaire was validated in three phases – 1) during its design, with the external collaboration of a panel of experts, 2) by piloting of a draft versions of the questionnaire on a small sample of PETs, and 3) by applying the questionnaire to a sample of 435 PETs. Data analysis indicated that these were acceptably reliable, and the validity of the questionnaire was also verified. They also revealed the PETs’ deficient levels of SPSs. This was especially so regarding identifying suitable questions for school inquiry, understanding precision in measurement, and interpreting data in a table. There was further support for the validity of the questionnaire and the reliability of the outcomes in that it corroborated other results in the literature on the subject that were obtained with different tools and methods.

Rehberlikli Araştırma-Sorgulamaya Dayalı Öğrenme Uygulamaları

This study was aimed to examine guided inquiry-based learning effect, which is in the "human body systems" unit at the seventh-grade level, on academic achievement and scientific process skills. In this direction, the study was conducted with 46 seventh-grade students. One of the groups consisting of 23 students constituted the experimental group where the guided inquiry practices designed by the researchers were performed. And the other group constituted the control group where learning was provided through the direct instruction method. Data were obtained by the scientific process skills test and academic achievement test. These tests applied before and after the lessons to both groups. When the data were analyzed, the academic achievement test mean score of the experimental group was higher if we compare with the control group. But the mean score was not statistically significant. In the mean scores of the scientific process skills test, it was concluded that there was a statistically significant difference in favor of the experimental group. Accordingly, it is thought that guided inquiry-based learning can contribute the basic scientific process skills of the students but there is no extra contribution found to academic achievement if the concepts are easy to remember.

A Comparative Study of Basic Science Process Skills of Science Students at Higher Secondary Level in District Rawalpindi, Pakistan

Science process skills (SPS) had a pivotal role in scientific investigation. SPS are very important to be developed in science learning because with the help of SPS students develop their thoughts to make discoveries using scientific investigation. In the 21st century SPS are needed in science learning. In Pakistan results of many studies showed that private sector institutes’ students were performing better than the public sector institutes’ students in the subject of science. Better performance in science is only possible when students have a high level of science process skills. The main purpose of this study was to determine students’ level of performance on basic science process skill and to compare the performance of public and private school Physics students in science process skills at the H.S.S.C. level. A Simple comparative research design was used to compare the skill level of students. In the present study four aspects, of basic science process skills (Observation, Communication, Measurement, and Relationship) were observed. Through purposive sampling technique two top-level colleges, one from the public school system and one from the private school system of the city of Rawalpindi, were selected for the study. For data collection researcher used an observation sheet and worksheet based on four experiments of physics at higher secondary school certificate level. Measurement of SPS was done when students were performing experiments in practical labs. t-test was employed to compare the performance of public and private school students. The result of the research stated that there was a significant difference in basic science process skills of public and private school physics students at the H.S.S.C level. The mean score of performance of public and private school students was observed to be good in the aspects of observation and relationship skills but still teachers need to improve the performance of students in the aspects of communication and measurement skills. Further it is recommended that exam system may give more weightage to science process skills so that students and teacher of science subjects may be able to concentrate more on this aspect of learning.

Supporting the Use of Basic Scientific Process Skills with a Project Approach in Preschool Period: An Action Research

The aim of this study is to examine in detail the project approach practices in preschool education and the state of supporting the use of basic scientific process skills on the water project sample. The research was modeled according to the action research design, which is one of the qualitative research methods. The study group was formed with the participation of 20 children attending the İzmir Foça Municipality Children's House 6 (60-72 months) age group, their parents, a classroom teacher, a teacher assistant and a project manager. In the water project implemented within the scope of the study, documents/products obtained from various activities of the s children such as forming a concept network through brainstorming, generating questions, producing materials, drawing graphics, making measurements and calculations, field visits, ensuring the active participation of families in the process, conducting experiments were considered as data collection tools. These documents were categorized in the context of basic scientific processes, "estimation, observation, measurement, communication, data recording/interpretation, trying/experimentation, drawing conclusions" skills and analyzed with content analysis. In the analysis of 57 activities carried out during the project, it can be said that students are looking for answers to their questions by using skills such as "estimation, observation, measurement, data recording, trying/experimentation, communication, drawing conclusions", and the project process carried out in this way greatly supports their use of basic scientific process skills and thus contributes to their scientific thinking.

A Study of Student Science Process Skills: In Formal Change Practices

Research Objectives: This study aims to describe students' science process skills in the transformation practicum using an m-module based manual. Methodology: This study used a descriptive qualitative approach involving 40 physics education students at Jambi University. The sampling technique used is total sampling. The data collection instrument used the observation sheet of science process skills. The science process skills that are focused are basic science process skills, namely communication and measuring as well as integrated science process skills making graphs and describing relationships between variables. Main Findings: The results of this research were Jambi university physics education students who had good science process skills, especially measurement skills, 65% of the 40 students were in the very good category. This is also influenced by the effective use of e-modules and m-modules that are attractive to students. Novelty/Originality of Research: The effectiveness of the use of the m-module is seen in the good basic abilities of students in the practice of changing forms. Therefore, basic science process skills influence the development of integrated science process skills, where communication and measurement skills are part of basic science process skills.

Digital Learning Readiness in Developing E-Module for Intensification of Basic Science Process Skills among Grade 3 Students in a Collaborative Learning Environment

Digital Learning Readiness in Developing E-Module for Intensification of Basic Science Process Skills among Grade 3 Students in a Collaborative Learning Environment

Science Curriculum Requirements: Science Process Skills in Textbook Activities

Science textbooks play an important role in making scientific knowledge and applications available to learners. In most countries, science curriculum expects to cultivate scientifically literate individuals who are able to use science process skills. Critical analysis of textbooks is therefore crucial to determine whether they can facilitate this outcome. The purpose of this study is to find out to what extent science process skills are included in the activities of elementary and middle school science textbooks in Turkey. A total of 304 activities in six science textbooks were analyzed. A content analysis was employed to determine the frequency and percentage of science process skills in the activities. The results indicate that observing, collecting information and data, recording data, and interpreting and drawing conclusions receive the most emphasis in the activities at all grade levels. Measuring, estimating, predicting, processing and model creating, determining variables, knowing and using experimental materials and tools, and designing experiments are either the least frequently found science process skills or are included in none of the activities. This suggests textbooks focus more on basic science process skills rather than on high-level, causal, and experimental skills.