Science is both a body of
knowledge (content) and a method of acquiring knowledge. It involves process skills such as
observing, communicating, classifying and inferring. It also involves problem-solving skills
(i.e., using inductive and deductive logic and one’s rational powers to solve
problems). By studying science and
scientific methods, a student develops an attitude of inquiry as well as a body
of scientific knowledge.
When students do science
projects they are independently working at their own level, developing and
refining their process skills and, at the same time, increasing their knowledge
of science and their ability to think critically.
At the primary level (K-3),
the process skills are mostly organizational in character.
Ø Observing: By using the five senses, we can identify characteristics of objects and their interactions.
Ø Communicating: Objects are identifies and events are described so that information can be passed on. This skill allows us to learn information “secondhand” and at a much faster rate than would otherwise be possible.
Ø Comparing: Objects and events are examined in terms of similarities and differences. By comparing the known to the unknown we gain knowledge about the unknown. All measurements (weight, capacity, quantity, relative position, temperature, voltage, etc.) are forms of comparing.
Ø Organizing: By systematically compiling, classifying and ordering data we gain knowledge of principles and laws.
At the next level
(4-5, junior high school), the process skills are relational in
character.
Ø Relating: Includes experimenting and is a process by which we weave concrete and abstract ideas together to test or explain phenomena. Here, skill of inductive, deductive and hypothetical reasoning is developed. As we attempt to answer a question or solve a problem we use the scientific method. It consists of the following five steps:
1. Identify the problem: Specifically state what the investigator is attempting to find out.
2.
Hypothesis: The investigator considers what is
previously known about the problem and proposes a
solution.
3.
Experiment: An experiment is designed to solve the
problem or answer the question. A
control and adequate sample size should be used whenever applicable. A control is an unaffected sample that is
compared to the experimental samples.
Since variables can influence the results of an experiment, they should
be controlled. You can only test
one variable at a time to determine its relative effect.
4.
Results: Proper presentation of data allows one
to easily see the relative effects of one or more variables. Results can be observable or measurable
quantities and can be presented in table or graph form.
5. Conclusion: What was discovered in doing the experiment? Is there sufficient evidence from the results to answer the original question? Reevaluate the hypothesis. Was it correct?
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