9. THE PROCESSES OF SCIENCE toward a good information

educational

1. The processes of science

2. The processes of science “The shrewd guess , the fertile hypothesis , the courageous leap to a tentative conclusion -these are the most valuable coin of thinker at work.” ~Jerome Bruner

3. The processes of science… Science Process Skills are a set of broadly transferable abilities, appropriate to many science disciplines and reflective of the behavior of scientists.

4. The processes of science… Doing science means applying the processes . Process skills form the core of inquiry-based , hands-on science learning . To apply the processes, children first have to master them .

5. 12 processes that have been identified as basic to scientific investigation 6 Basic Processes- form the foundation for scientific investigation . 6 Integrated Processes- form the method of actual scientific inquiry .

6. Basic processes OBSERVING We learn to use all our senses Aside from five basic senses , we also have the sense of balance , the sense of muscle contraction , the sense of muscle memory , the sense of direction , the muscular senses (use when we investigate how heavy something is), and other internal senses.

7. Basic processes… OBSERVING… It is the essence of all science It determines the procedure and the outcome of any scientific inquiry It may be qualitative or quantitative Qualitative (rocks) observations do not require measurement Quantitative observation, measurements are required to attach specific facts to the observations

8. Basic processes… OBSERVING… Using your senses to gather information about an object or event. It is a description of what was actually perceived. This information is considered much as qualitative data .

9. Basic processes… CLASSIFYING It requires the ability to abstract common properties of similar objects. Young children have the ability to group objects by single characteristics that are readily apparent.

10. Basic processes… CLASSIFYING… An experimenter shows a preoperational child 20 wooden beads, including 17 brown ones and 3 white ones. The child is asked, “Can you make a longer necklace with the brown beads or the wooden beads?” The preoperational child typically replies, “brown beads,” unable to recognize that each bead has two attributes: its color and the material it is made of.

11. Basic processes… CLASSIFYING… Preoperational children can deal with only one attribute at a time . Classifying objects by considering relationships that are subordinate to a larger group as a whole is called…? CLASS INCLUSION

12. Basic processes… CLASSIFYING… Grouping or ordering objects or events into categories based upon characteristics or defined criteria.

13. Basic processes… MEASURING Using standard measures or estimations to describe specific dimensions of an object or event. This information is considered much as quantitative data .

14. Basic processes… MEASURING… There are five basic entities that elementary children measure in science: LENGTH - is defined as the distance between two points. It is the fundamental measurement needed to find area, which is calculated by applying various area formulas such as length times width (L x W). It may also be used to find volume by applying various formulas, such as length times width times height (L x W x H).

15. Basic processes… MEASURING… VOLUME- is how much space it takes up. It can be measured in terms of length/units. Concept of volume- conservation Calculating volume by displacement- is an advance concept. Why…? Displacement is a method of determining the volume of an irregularly shaped object by placing it in a container of a known volume of water and measuring the apparent increase in the volume of water when the object is immersed in the water.

16. Basic processes… WEIGHT/MASS Weight is the pull of gravity on something Mass is the amount of material in that something

17. Basic processes… TEMPERATURE It can be measured either in Celsius degrees or in Fahrenheit degrees Temperature is an abstract concept, one that young children have difficulty with. Thus, you might encourage young children to compare temperatures with their own body temperature: How do things feel? Does a cup of water feel hot? Warm? Cool? Cold? And so on.

18. Basic processes… TIME Two aspects to measuring time: time of day and time intervals The unit used for time intervals is the second; this is a universal unit, and is the same in the conventional system and the metric system.

19. Brea k T ime: Storytime • What a r e some th i ngs that y o u want mo r e of? • Fi n d out why t h e cha r a c ter sa y s “M o r e for Me ” . What does he w a nt mo r e of? • At the end of the sto r y , guess the age of the cha r a c te r .

20. Thi n k Ba c k • Why does the chara c ter say “M o r e for Me”. What does he want mo r e of? • Guess the age of the chara c te r . What g r ade is he i n? • Why do y o u say so? What a r e his cha r a c te r istics?

21. Pre-operati o ns Stage  Egocentrism  C e ntrat i on  Ir r eversib l e Thought  Stat i c Thought

22. Preopera t ion Concre t e Operatio n al  Eg o c e ntr i sm  Centration  Irre v ersible tho u g h t  Int u itive tho u g h t  Lack of c o ns e rv a tion  cla s s i n c lusion  Can see others h a ve diff. vie w p o ints  De c e n tration  Re v ersi b le Th o u g ht  Dy n amic Th o u g ht  Co n ser v ation  Class inclusi o n

23. Conservation of L iquid

24. Concrete Operational Stage ( 7 - 11 yrs old) be g in to think lo g ic a lly ab o ut concr e te ev e nts usi n g oper a tions  Rev e rsibi l ity: ab i li t y t o m e nt a lly u n do a ph y sica l ly performed act i on  Compensati o n: a decr e ase in the h e ig ht of the con t ai n er is c omp e nsa t ed by an in crease in its wid t h

25. Basic processes… PREDICTING It is an individual’s best guess as to what will happen next in a given situation—what would happen if you did something.

26. Basic processes… PREDICTING… Is essential in doing science, and children should be encouraged to predict before they test.

27. Basic processes… PREDICTING… Guessing the most likely outcome of a future event based upon a pattern of evidence.

28. Basic processes… INFERRING Remember, there is no right answer. Inference is a person’s best guess as to why something happened. This is contrasted with prediction, which is a person’s best guess as to what will happen next.

29. Basic processes… INFERRING… In inference, we have to guess what caused something to happen. Our guess must be based on inferential reasoning; the evidence is presented, and the cause of the evidence is inferred from assembling all the evidence.

30. Basic processes… INFERRING… Formulating assumptions or possible explanations based upon observations.

31. Basic processes… COMPARING/ COMMUNICATING Using words, symbols, or graphics to describe or compare an object, action or event. It includes verbal as well as nonverbal behavior; talking, gesturing, writing, sharing, drawing, telling stories, giving oral presentations, playacting, pantomiming, singing, puppeteering, and so on.

32. Integrated processes IDENTIFYING AND CONTROLLING VARIABLES The idea is that we must be sure that what we think caused an effect did in fact cause it. We must be able to confirm the cause-and-effect relationship between the two phenomena.

33. Integrated processes… FORMULATING AND TESTING HYPOTHESES A hypothesis is a statement of your best guess as to the relationship between two variables

34. Integrated processes… INTERPRETING DATA The first step of this is to decide what data you want to gather. This comes from the hypothesis you devise. You may do the investigation mentally, visualizing what will happen and deciding what kinds of information you will need to have to tell why it happened.

35. Integrated processes… DEFINING OPERATIONALLY It is defining a variable that cannot be measured or seen easily in terms that everyone understands in the same way

36. Integrated processes… EXPERIMENTING Is the scientific process in which the investigator explores the effect a change in one variable has on the change in a different interacting variable

37. Integrated processes… EXPERIMENTING… It is different from formulating hypotheses The investigator makes careful plans to explore the effect of changing one variable on the change in the other interacting variable

38. Integrated processes… CONSTRUCTING MODEL Models are concrete representations of things or phenomena we cannot readily see. Models have been constructed to enable us to visualize what we cannot see.

39. God Doesn’t Call the Equipped, He Equips the Called

40. EXPECTED OUTPUT: Making and Presentation of YOUR OWN Science experiment THROUGH A VIDEO presentation.

41. REFERENCES: Elementary Science Methods: A Constructivist Approach by David Jerner Martin Process Skills for Life Science: Training Guide by Karen L. Lancour