Integrated Science Process Skills Research Articles

Self- and Teacher-Assessment of Science Process Skills

This study aimed to assess both basic (BSPS) and integrated science process skills (ISPS) level of proficiency among selected grade ten technical-vocational students. The study also examined the feasibility and value of utilizing the developed SPS assessment tool that supports the “assessment for learning” in teaching science. To measure the SPS level of proficiency, an instrument was developed based on the performance-based indicators of process skills (Miller 2006). After participating in science laboratory activities, the students assessed their SPS level of proficiency individually. Data were collected from the students' activity outputs, worksheets and self- and teacher-SPS score sheets. Findings revealed that the performance of subjects in the overall SPS was “average”. When categorized into basic and integrated process skills, the subjects showed “proficient” basic SPS (BSPS) and “average” integrated SPS (ISPS). There was no significant difference between the student and teacher assessment on both basic and integrated SPS. The results support the feasibility and value of utilizing an SPS score sheet as an assessment tool in addition to the performance rubrics for formative assessments. It was observed that the disclosure of students' progress and SPS level of proficiency made the students more focused in improving their SPS skills rather than their numerical grades. Based on these findings, the researchers advocate daily assessment of SPS and the use of both teacher and self-assessment of SPS as alternative or adjunct strategies in the assessment of SPS.

Knowledge and implementation of Science Process Skills (KPS) in among the teachers

This study aims to assess the level of knowledge and the implementation of five Integrated Science Process Skills (ISPS) comprising Build hypothesis, control variables, redefinition In operation, interpreting data and experimenting in School Based Assessment (PBS). In addition, this study is to identify the difference between knowledge and implementation of the ISPS gender and school location. The sample consisted of 407 lower secondary science teachers in Melaka and randomly selected from 66 schools. Quantitative data analysis using SPSS version 19. The instrument consists of a questionnaire (Cronbach Alpha 0.884), and Knowledge Test ISPS and implementation checklist ISPS. Descriptive statistics as a whole that the level of knowledge and implementation of ISPS is moderate (Mean = 3.11 and 32.81). MANOVA analysis found no significant difference in terms of the mean scores of Knowledge and implementation between male and female teachers. While the mean score of knowledge Build hypothesis teachers in rural schools, higher and significantly different than the city school teacher. A number of recommendations put forward to improve the knowledge and implementation of the ISPS teachers. This is expected to meet the goals of the Malaysia Education Blueprint 2013-2025 that is to achieve the vision and aspirations of the student’s education system that can meet the needs of the country in the field of science and technology.

Secondary School Students’ Mastery of Integrated Science Process Skills in Siaya County, Kenya

The study investigated secondary school students’ mastery of Integrated Science Process Skills (ISPS) among co-educational schools and the influence of grade level, gender, and school location in Siaya County, Kenya. The study used a causal-comparative design with purposive sampling technique. A 30-item Test of Integrated Science Process Skill (TISPS) developed by Kazeni (2005) was administered. The instrument assesses the skills of controlling variables, defining operationally, formulating hypotheses, experimenting and interpreting data. The instrument was administered to 429 students, 117, 108, 101 and 103 in grades 9, 10, 11 and 12 respectively drawn from one urban co-educational school (n = 215) and one rural co-educational school (n = 214). The data were analyzed by grade level using one-way ANOVA and by gender and school location using an independent sample t-test. The findings indicated moderate mastery of ISPS and statistically significant grade level differences between grades 9 and 10, 10 and 11, 11 and 12, 9 and 11, 9 and 12, and 10 and 12; Gender differences in favor of boys and school location differences in favor of urban school students in mastery of ISPS. The following conclusions are made with regard to integrated science process skills: Mastery of ISPS increases with grade level; boys have a higher mastery of ISPS than girls; the urban school has a higher mastery of ISPS than the rural school. Implications for practice and further research are herein explicated.

Investigating the effects of customized cognitive fitness classroom on students’ physics achievement and integrated science process skills

Cognitive fitness, a product of neuroscience research that offers activities that fits how the brain learns best may offer insights to students’ learning of science concepts. The study critically explored the effect of customized cognitive fitness classroom activities on the academic achievement of students in physics and their integrated science process skills (ISPS). Descriptive research design and qualitative approaches determined pertinent data from a purposively selected intact class of 43 grade niners in a government-supervised school in the Philippines’ capital city. Results revealed that customized cognitive fitness classroom activities effectively and significantly improved student physics achievement and their ISPS. Students perceived the integration of customized cognitive fitness classroom activities in the learning process as something that made them feel relaxed, focused, reflective, and assimilative. Few among the students, however, feel distracted during the teaching and learning process with particular cognitive fitness activities (e.g. silence and collaborative activities). Based on the gathered data and results, it can be recommended that customized cognitive fitness classroom activities as a strategy to brain-based learning could be continuously utilized and intensified in classroom settings to enhance the 21st century skills of students.

Curricular Representation of Science Process Skills in Chemistry

The National Curriculum Framework (NCF, 2005) and Kerala Curriculum Framework (KCF, 2007) have laid a lot of stress on inclusion of process skills in the curriculum of science subjects. It is very important to develop student‟s science process skills which have considerable role in educational settings in order to facilitate students‟ learning abilities, support their critical thinking skills and make them competent in methods of science. Basic science process skills include observing, classifying, measuring and using numbers, making inferences, predicting, communicating and using the relations of space and time. While the integrated science process skills consist of interpreting data, operational definition, control variables, make hypotheses and experimenting. So in the present study analyses the extend of representation of science process skills in 8th grade and 9th grade Chemistry curricula. This was carried out by document analysis method. Findings of the study proves that, representations of basic level process skills and advanced level skills in curriculum of grades eight and nine are sufficient to promote curricular objectives and it can be inferred that the emphasis in the programs underlined by educators were not disregarded.

Analysis of Undergraduate Biology Laboratory Manuals

The purpose of this study is to evaluate the undergraduate biology laboratory manuals of Ethiopian Universities. It focuses on assessing how they promote the basic and integrated science process skills that are involved in scientific inquiry with seven levels of Laboratory Task Analysis Instrument (LAI). A total of 22 undergraduate biology laboratory manuals were collected from three sample universities with different age. Manipulating materials, measuring and using numbers and pre - lab activities were common activities, and were found in every manual and in every university. However, students rarely asked to plan and design and to communicate and interpret the results. The results also show high percentage rate of basic science process skills (75.4%) as compared to the integrated science process skills (24.6%). Implications for universities and the Ministry of Education should develop standard harmonized biology laboratory manuals with all the necessary scientific skills that would promote the students’ use of much integrated scientific skills. Key words : Scientific skills; undergraduate biology laboratory manuals; laboratory task analysis instrument

Improving Students’ Achievement in Biology using 7E Instructional Model: An Experimental Study

The main purpose of the study was to compare the effectiveness of the instruction based on 7E Instructional Model and Traditional Instructional Model for the teaching of Biology on 9th grade students’ achievement. Pretest posttest control group design was used in this study. A total number of 122 ninth grade students (62 boys and 60 girls) from four classes of a biology course of two schools were purposively selected. This study continued for eight weeks. Experimental group (61 students) and control group (61 students) were randomly assigned. The students in the control group were instructed with traditional instructional model, while the students in the experimental group were instructed with 7E Instructional model. A Subject Achievement Test (SAT) and Integrated Science Process Skill Test (ISPST) were used to collect data. Three hypotheses were tested using t-tests and ANCOVA. Independent sample t-test examined that there was a significant difference in the scores of Integrated Science Process Skill Test (ISPST), hence it was used as a covariate. ANCOVA examined that there was a significant difference in the mean post test scores of the groups and gender in terms of students’ Subject Achievement Test (SAT) when students’ integrated science process skills Test (ISPST) was controlled as a covariate. It was concluded that the 7E instructional model was more effective than the traditional instructional in terms of students’ achievements. The study would be helpful for the educators and curriculum developers in implementing new strategies in the classrooms. DOI: 10.5901/mjss.2015.v6n4s3p471

Learning Exercises on Science Process Skills Development of Biological Science Students

Science process skills are vital in science learning. This study aimed to determine the effect of learning exercises on the science process skills development of Biological Science class students. The pretest -posttest experimental design was utilized in this study. The research subjects of this study were the first year Biological science students of the Northern Negros State College of Science and Technology, Philippines. The data in this study were obtained using the Science Process Skills Performance Test. The instrument was content validated by panel of experts and was pilot tested. Frequency, means, t-test, Pearson-r, and Chi-Square Test were the statistical tools used in this study. Findings revealed that the level of science process skills of the biological science class students during the pre-test and posttest when taken as a whole was average. Experimental group pretest-posttest ranged from average to high, while control group ranged from average to average. Findings also revealed that there is a significant difference in the pretest and posttest in the basic and integrated science process skills of the experimental group. Student’s exposure to learning exercises enhanced and facilitated the acquisition of science process skills more than the lecture method. Learning exercises fosters acquisition of process skills when different variables in their profiles are considered. Keywords - Education, Learning exercises, science process skills, pre-test-posttest experimental control design, Philippines.

Utilization of SPARK Science Learning System (SSLS) and its effect on science process skills of students in science

This study looked into the utilization of SPARK Science Learning System (SSLL) in Science Investigative processes to determine its effect in enhancing the integrated process skills of students. A quasi-experimental, pre-test and post-test, research design was utilized to investigate the hypotheses of this study. Two groups were randomly assigned to be the experimental (SSLS) and the conventional group. Both groups were taught using the same modules. However, the SSLS group utilized the SPARK Science Learning System. After the six-week exposure the data that had been gathered revealed that utilization of SSLS in a science class enabled students to develop better integrated science process skills.

Investigating the Science Process Skills in Cycle 3 National Science Textbooks in Lebanon

The purpose of this study is to examine the level of inclusion of basic and integrated science process skills in Lebanese national science text books for cycle 3 and to compare the basic and integrated process skills across subjects (physics, chemistry and biology) and within the same subject across the 3 years(grades 7, 8 & 9). This was to investigate the compliance between the content of the textbooks and the new evaluation system set by the Lebanese government. For instance, the study focused on the SPS that have been neglected in some textbooks as well as the maximum percentage of each skill. To that end, the researchers used the analytical descriptive method, and content analysis. The study revealed that the percentage of basic skills in the textbooks analyzed for all grades was higher than that of the integrated skills. The study revealed also that there is emphasis on some skills at the expense of the others and there is no consistency in the total number of skills across skills or subjects. Furthermore the study revealed that within the same subject, some skills disappear from one grade to another. The study ends by recommendations regarding reviewing textbooks regarding the inclusion of science process skills in a way to ensure coherence between the content of the textbooks and the new evaluation system.

E-NIE 학습이 초등학생의 과학탐구능력 및 과학적 태도에 미치는 영향

This study was aimed to find the impact of science lessons using e-NIE on science process skills and scientific attitudes of elementary students in comparison with that of traditional lessons. Subjects of this study were 5th graders from two separate classes at a elementary school located in U city. And the experiment has been conducted throughout 10 lessons for the duration of total 12 weeks, where one class, experimental group, attended e-NIE based lessons, while the other, comparative group, with traditional lessons for the same period, in an effort to collect both pre and post test results to compare. Findings from this study were briefly listed below: Firstly, e-NIE applied lessons were more effective in improving science process skills than traditional lessons, especially in the domain of integrated science process skills, with meaningful difference. Secondly, lessons combined with e-NIE enhanced scientific attitudes of elementary students more than traditional lessons with meaningful difference.

Development of Grade 8 Students’ Learning Achievement on Chemical Reaction by Using Scientific Investigation Learning Activities

This study aimed to enhance students’ learning achievement of chemical reactions and integrated science process skills by using eight scientific investigation activities (16hours). The participants, purposively selected, were 24 Grade 8 students at Ban- Koksawang School in Buriram province of Thailand in the first academic semester of 2011. The research tools consisted of a learning achievement test of chemical reaction and an integrated science process skills test. The dependent samples t-test analysis resulted in the students obtaining a post-test score of achievement (mean 21.17, SD 6.20) significantly statistically higher than that of the pre-test score (mean 15.00, SD 3.71) at the 0.05 level of significance. It also indicated that their post-test score of integrated science process skills (mean 15.14, SD 3.55) was significantly statistically higher than that of the pre-test score (mean 10.08, SD 4.69) at the 0.05 level of significance. This study showed that the implementation of scientific investigation was effective to promote students’ learning achievement of chemical reaction and to increase their integrated science process skills since this learning approach allowed the students to use their science process skills to investigate and understand the concepts of the activities.

Promoting Integrated Science Process Skills through Betta-live Science Laboratory

This study developed three-phase learning cycle-based instructional unit for promoting secondary students’ integrated science process skills or known as experimental skills. Alive Siamese fighting fish (Betta splendens), a native species in south-east Asia, was used as a model in the unit. Pretest-posttest control group design was adopted for this study with two classrooms in a Thai highschool. Control group was taught by traditional lecture supplemented with readings on aggressive behavior of fighting fish and other animals while experimental group was experienced with an intervention with the same period of time (three hours), and with the same contents and the same learning objectives as control group. Experimental skills test, students’ group poster, questionnaire, semi-structured interview, and classroom observation were used to gather data. The results revealed that students experiencing an intervention gained better both aggressive behavior understanding and experimental skills than the tradition.

The Effects of Peer Scaffolding in Problem-based Gaming on the Frequency of Double-loop Learning and Performance in Integrated Science Process Skills

Abstract This study investigated the effects of peer scaffolding in inquiry-based games on the tendency to engage in double-loop learning and performance in integrated science process skills. Double-loop learning involves deep levels of engagement and exploration was hypothesized to enhance integrated science process skills among the players. Also, peer scaffolding was hypothesized to promote double-loop learning. A physics-based video game was chosen and a quasi-experimental study involving two intact fifth grade classes was employed. The findings showed that peer scaffolding significantly increased the engagement in double-loop learning and significantly improved performance in integrated science process skills.

Science Process Skills in the Kenya Certificate of Secondary Education Biology Practical Examinations

The purpose of the study was to determine the science process skills included in the Kenya Certificate of Secondary Education (KCSE) biology practical examinations in Kenya for a period of 10 years (2002- 2012). Ex-post facto design was adopted for the study. The content of KCSE Biology Practical Questions (KCSE-BPQ) for the period was analyzed based on 12 categories of science process skills and their descriptions. The data were analyzed descriptively using percentages. The five most common science process skills identified out of the 12 examined in the study are observation (32.24%), communicating (14.63%), inferring (13.13%), experimenting (12.21%) and interpreting data (11.94%). The results also revealed a high percentage of basic science process skills at 73.73% compared to the integrated science process skills at 26.27%. It is recommended that the Kenya National Examination Council should include more integrated science process skills into the KCSE biology practical examinations to enable the students to develop problem solving abilities and creativity which are important tools for biotechnology.

Fostering the 21st Century Skills through Scientific Literacy and Science Process Skills

To overcome the challenges of the twenty first century in science and technology sector, students need to be equipped with the 21st century skills to ensure their competitiveness in the globalization era. They are expected to master the 21st century skills apart of just being excelled in their academic performance. Therefore, it is crucial to incorporate 21st century skills in science education. 21st century skills comprised of four main domains namely digital age literacy, inventive thinking, effective communication and high productivity. Scientific literacy is one of the skills required in digital age literacy. It means knowledge and understanding of the scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity. Scientific literacy is important in our modern society since they are many issues related to science and technology. Basic science process skills include observing, classifying, measuring and using numbers, making inferences, predicting, communicating and using the relations of space and time. While the integrated science process skills consist of interpreting data, operational definition, control variables, make hypotheses and experimenting. Science students have been cultivated by scientific literacy and science process skills through science classes. With these two skills, it is hoped that the science students have developed some skills needed in 21st century skills. This paper will further explain about the 21st century skills, scientific literacy and science process skills. It also explains about the intersection of science process skills and 21st century skills in science education.

Enhancement of Learning Achievement and Integrated Science Process Skills Using Science Inquiry Learning Activities of Chemical Reaction Rates

High school students at Ramwittaya Rachamunklapisek School in Thailand in previous years had records of low learning achievement in chemistry, especially in the area of chemical reaction rates. They also had low levels of integrated science process skills due to lack of experience in inquiry activities. This study aimed to improve student's achievement records and integrated science process skills through 12hours of science inquiry activities. Sixty-three grade 11 students at the school participated in the study in second semester of 2011. The paired-sample t-test analysis showed that student's post-achievement score (mean 26.13, SD 6.40) were statistically higher than their pre-achievement score (mean 8.75, SD 2.51) at p-value less than 0.001. They also obtained an average of 74.52% in integrated science process skills (good level). It was found that predict-observe-explain activities effectively engaged students in the first step and throughout the inquiry learning process. Science inquiry activities effectively enhanced student's learning achievements and integrated science process skills.

The contribution of simulations to the practical work of Foundation Physics students at the University of Limpopo

PurposePractical work is regarded as an essential part of learning; hence most tertiary institutions have included a practical component in their physics courses. There is a concern about the effectiveness of the practical work in most universities. The purpose of this study is to assess the contributions of simulations on 20 Foundation Physics students' practical work at the University of Limpopo.Design/methodology/approachTwo tests, “Determining and interpreting resistive electric circuits concepts test” and the “Test of integrated science process skills” were used. A class test, observation sheet and worksheets for students' practical work were analyzed. Interviews with a selected group of students were also conducted.FindingsResults indicated that the simulations contributed positively on students' understanding of electric circuits. However, the study revealed that the students who did simulations do not differ from those who did not do the simulations with regards to the development of process skills.Originality/valueThe value of this research is the application of simulation in physics with specific testing methods. In addition, the research is unique in a South African context.

Turkish elementary school students’ performance on integrated science process skills

The purpose of this research is to determine the students’ level of performance on integrated science process skills (ISPS) and whether there are statically significant differences in their performance linked to their gender, grade level, economic background, the education background of their mother, the number of family. Data were collected with the authors’ constructed ISPS test. The test is comprised 12 items related to ISPS. The results indicated that the subjects’ mean score was satisfactory. Moreover, there was a positive relationship between their performance and their gender, grade level, economic background, the education background of their mother, the number of family.

The assessment of the UAE's in-service and pre-service Elementary science teachers in the integrated science process skills

The objective of this study was to investigate the UAE's in-service and pre-service science teachers’ competency in the integrated science process skills (ISPS). To achieve this, a ISPS instrument consists of 15 items was constructed. It covers five skills which: operational definition, constructing hypothesis, controlling variables, data collection, and conducting experiments. Research sample consisted of 133 in-service elementary science teachers, and 130 pre-service elementary science teachers. T-test analysis of the six hypotheses showed that the in-service teachers performed better than the pre-service teachers. However, both groups scored below the cut point, 70%, which established by the ministry of education. Therefore; the teachers’ professional development should be reviewed, based on the need of new programs and the outcome should be assessed. In addition, an extra credit hour as well as another course should be offered for the pre-service science teachers.