Integrated Science Process Skills

Last time, we talked about operational definiton of basic science process skills. Now we will definite all of the phase of integrated science process skills operationally. Integrated science process skills consists of controlling variables, defining operationally, formulating hypothesis, interpreting data, experimenting, and formulating models.
1. Controlling variable means that students being able to identify variable that can affect an experimental outcome.
2. Defining operationally means that students stating how to measure a variable in an experiment.
3. Formulating hypothesis means stating the expected outcome of an experiment.
4. Interpreting data means organizing data anddrawing conclusions from it.
5. Experimenting means being able to conduct an experiment, including asking an appropriate question.
6. Formulating models means creating a mental or physical model of a process or event.

Several studies have investigated the learning of integrated science process skills. Allen (1973) found that third graders can identify variables if the context is simple enough. Both Quinn and George (1975) and Wright (1981) found that students can be taught to formulate hypotheses and that this ability is retained over time.

Others have tried to teach all of the skills involved in conducting an experiment. Padilla, Okey and Garrard (1984) systematically integrated experimenting lessons into a middle school science curriculum. One group of students was taught a two week introductory unit on experimenting which focused on manipulative activities. A second group was taught the experimenting unit, but also experienced one additional process skill activity per week for a period of fourteen weeks. Those having the extended treatment outscored those experiencing the two week unit. These results indicate that the more complex process skills cannot be learned via a two week unit in which science content is typically taught. Rather, experimenting abilities need to be practiced over a period of time.

Further study of experimenting abilities shows that they are closely related to the formal thinking abilities described by Piaget. A correlation of +.73 between the two sets of abilities was found in one study (Padilla, Okey and Dillashaw, 1983). In fact, one of the ways that Piaget decided whether someone was formal or concrete was to ask that person to design an experiment to solve a problem. We also know that most early adolescents and many young adults have not yet reached their full formal reasoning capacity (Chiapetta, 1976). One study found only 17% of seventh graders and 34% of twelfth graders fully formal (Renner, Grant, and Sutherland, 1978).