Science Process Skills

This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Students with a high basic SPS score had the tendency to ...

This study was aimed at developing and describing the feasibility of analytical thinking and science process skill instrument for Senior High School chemistry in the material of reaction rates. The study was conducted in fi ve senior high schools in Yogyakarta. The instrument development used the 4-D model including defi ning, designing, developing, and disseminating. Analytical Thinking and Science Process Skill (ATSPS) instrument was validated by expert judgement and chemistry teachers. The data obtained were analyzed using the descriptive, qualitative, and quantitative methods. Findings show that evaluation of the the developed ATSPS instrument has a validity index of 0.95. Product evaluation of the instrument done by the Senior High School chemistry teachers obtained a score of 530 within the good category. The percentage of teachers’ responses to the chemistry assessment instrument is 88.33%. Therefore, ATSPS instrument is feasible to be used for measuring the knowledge and skill...

Science process skills have provided a valuable chance for everyone to construct their own knowledge by means of scientific inquiry. If students are to understand what science is and how it actually works, then they should necessarily make use of their science process skills as well as scientific content knowledge compulsory to be learned in any science curriculums. As an important schooling item, science curriculums based on scientific literacy have been reoriented at times and aimed at providing students with a deeper understanding of science process skills and make them fully competent to deal with scientific process as far as possible. The present study took its inspiration for examining the role of science curriculum on science process skills from the purpose of investigating learning outcomes in it. The study was conducted in accordance with document analysis of Turkish Secondary School Science Curriculum revised in 2013. The analysis was operated by standards-based assessment of learning outcomes with the help of sentence-based criteria constructed by researchers. The results showed that the representation rate of science process skills for science curriculum varied with grade level and unit. Based on the results, the implications and limitations of the study and the directions for further study were discussed.

The aim of this study was to explore the relationship between creative thinking and scientific process skills of preschool children. Possible relations were also sought between home environment quality, preschool education duration, gender, and parents' educational backgrounds and the children's creative thinking and scientific process skills. The study was carried out based on a correlational research model, one of the quantitative methods. The participants included 70 children aged between 60 and 66 months who were attending preschool. The data collection tools included a demographic information form, Torrance Tests of Creative Thinking Figural Form A, the Scientific Concepts and Scientific Process Skills Instrument for Preschool Students, and the Home Screening Questionnaire for children of 3-6 years of age. It was determined in this study that there was a moderately positive significant relationship between the children's creative thinking and scientific process skills scores. Additionally, the creativity indicator scores of the children with high home environment quality were found to be higher. It was also determined that the fluency and elaboration scores of the girls were higher than those of the boys and the creative thinking skills scores of the children differed in favor of the children with fathers with higher education levels.

Quality education is one of the missions of the Department of Education. Many learning modalities were shared to address the educational needs of students even in an educational paradigm shift because of pandemic. In line with this, flexible strategies were utilized in the blended distance learning class environment. Hence, this study measures the effectiveness of inverted classroom strategies of Grade 8 students in enhancing their science process skills and to find out if there is a significant difference between the pre-test and post-test scores of students as to their learning environments. Using an experimental research design, pre-test, and post-test assessments, learning environment questionnaire, and lesson exemplars undergone reliability and validity, were utilized. To identify the difference between the scores of the respondents, frequency count and mean gain score were used. To determine the significant difference between the pre and post test scores of students when expos...

In the research that is applied to examine the impact of science education activities based on STEM approach on preschool term children’s science process skills, used pre-test post-test control group semi-examinational model. 38 children and their teachers, being 20 experiments and 18 control groups continuing to kindergartens of elementary schools in middle income region of Çankaya District of Ankara Province, are included in the research. In order to prevent and control groups affected from each other, children are selected from different schools. To collect data Science Process Skills Scale for 60-72 Months Old Children, Demographic Information Form and Semi-Structured Teacher Interview Form developed by the researcher are used. One day per a week for 12 weeks, science education activities based on STEM approach are applied to experiment group children by researcher. With children in control group 3 sessions are made with ethical reasons after research data are collected. To determine the
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difference between pre-test and post-tests applied to experiment and control groups Mann Whitney U Test is applied, while Wilcoxon Signed Paired Test is applied in order to determine the difference between pre-test and post-test of experiment and control groups. To examine whether the scores obtained by experiment group children from last test show statistically meaningful difference according to gender, having a reading center at home and having computer at home variables, Paired Samples T-test is used. It is determined that there is no meaningful difference in pre-test scores of children in experiment and control groups in terms of science process skills according to findings obtained as a result of the analysis data, while there is a statistically meaningful difference in advantage of experiment group between post- test scores. It’s found that children’s science process skills are not affected from the gender, having a reading center at home and having computer at home variables. Results show that science education activities based on STEM approach provide effective contribution to the development of science process skills of children who in the experiment group. As a result of the research, it is possible to say that science education activities based on STEM approach have a positive impact on especially children’s performance about predicting, linking conclusions to data, sharing findings with others and observing. Furthermore, prior to implementation of science activities based on STEM approach to preschool children, while the experiment group teachers were describing STEM education as a useful educational system and a reduction of science, math or technology related disciplines to preschool period, the control group teachers explained that they have never heard of STEM education and they only applied curriculum oriented activities.

The purpose of this research was to investigate the relationship between science process skills and academic achievement of pre-service science teachers. General survey model was used in this research. Participants of this research are randomly selected from 100 pre-service science teachers at first, second,
third and fourth grade of Science Education Department in Education Faculty within academic years the 2005-2006. The data were collected through personal information form and “Science Process Skills Test-SPST” adapted by researchers by examining studies related to this field. Results showed that
there was a moderate positive correlation (r= 0. 54) between science process skills and academic achievement of pre-service science teachers. Besides, results showed that there was a moderate positive correlation (r= 0. 44) between science process skills and academic achievement of pre-service science teachers whose science process skills was higher than mean score; moreover results showed that there was a moderate positive correlation (r= 0. 39) between science process skills and academic achievement of pre-service science teachers
whose academic achievement was higher than mean score. Overall, results suggest that; the more science process skills students acquire the more academically successful they are. However; it is possible that successful students could demonstrate low science process skills which are not accordance with their academic achievement measured by General Point Average (GPA). That discordance is likely to indicate that the group of students who have higher
academic achievement but lower science process skills compensate their insufficiency by memorizing.
KEY WORDS Science Process Skills, Academic Achievement, Primary School.

This study was aimed to design and to determine the effectiveness of a project-based formative assessment tool in science ten in a modular distance learning modality in terms of students' science process skills (SPS). Descriptive-developmental research design was used in this study. Three research instruments had undergone reliability and validation and were utilized. Pre-test and Posttest assessment were administered to the respondents. To test the significant difference in the students' test scores, independent t-test was used. Questionnaires were also administered to determine the effectiveness of the designed project-based formative assessment in science in terms of their SPS. Results revealed that the students perceived the learning output in terms of written works and performance as 'sometimes evident' and written tests are perceived as 'always evident' in their self-learning module. Students perceived the extent of availability of the learning resource...

Araştırmanın amacı, Okul Dışı Öğrenme Ortamlarında Etkinlikler İçeren Fen Eğitimi Programı’nın çocukların bilimsel süreç becerileri üzerindeki etkisini incelemektir. Ön test-son test eşitlenmemiş kontrol gruplu yarı deneysel desendeki çalışmanın araştırma grubunda, 2015-2016 eğitim-öğretim yılında, Ankara ilinde, Milli Eğitim Bakanlığı’na bağlı üç farklı bağımsız anaokuluna devam eden, yaşları 60-72 aylar arasında değişen 80 çocuk yer almıştır. Okul öncesi dönemde sınıf içi fen etkinliklerinin yanı sıra bilim merkezi, doğa (tabiat) tarihi müzesi, akvaryum, planetaryum, veteriner anatomi müzesi, okul bahçesi gibi okul dışı öğrenme ortamlarında gerçekleştirilen fen etkinliklerinin bilimsel süreç becerilerine etkisini ortaya koymak için, araştırmacılar tarafından, sınıf içi ve okul dışı öğrenme ortamlarında fen etkinlikleri olmak üzere iki bölümden oluşan “Okul Dışı Öğrenme Ortamlarında Etkinlikler İçeren Fen Eğitimi Programı” hazırlanmıştır. Programın uygulanmasından önce ön test değerlendirmeleri yapılmış, grupların bilimsel süreç beceri düzeylerinin benzer olduğu saptanmıştır. Deney grubu-1’de programın hem sınıf içi hem de okul dışı öğrenme ortamlarında gerçekleştirilen fen etkinlikleri, deney grubu-2’de yalnızca sınıf içi fen etkinlikleri yedi hafta süreyle uygulanmıştır. Kontrol grubunda ise öğretmen tarafından Milli Eğitim Bakanlığı’nın 2013 Okul Öncesi Eğitim Programı etkinliklerinin uygulamasına devam edilmiştir. Veriler, Uludağ (2017) tarafından oluşturulan “Çocuk-Ebeveyn Kişisel Bilgi Formu”, “Bilimsel Süreç Becerileri Gözlem Formu” ve “Okul Öncesi Dönemdeki Çocukların Bilimsel Süreç Becerilerini Değerlendirme Formu” ile edinilmiştir. Verilerin analizinde frekans, ortalama, standart sapma, çarpıklık ve basıklık katsayıları, Kruskal Wallis Testi, Wilcoxon İşaretli Sıralar Testi ve Mann-Whitney U Testi kullanılmıştır. Araştırma sonucunda, programın çocukların bilimsel süreç becerilerini pozitif yönde desteklediği belirlenmiştir.

Bilimsel, teknolojik ve sosyal alanda yaşanan gelişmelere bağlı olarak, öğretim programlarında da çeşitli yenilikler yaşanmaktadır. Bu bağlamda fen bilimleri dersi öğretim programında 2005, 2013 ve 2017 yıllarında Milli Eğitim Bakanlığı’nca çeşitli düzenlemeler yapılmıştır. Ayrıca 2017 yılında uygulamaya konulan öğretim programında izleme ve değerlendirme çalışmaları yapılıp, 2018 yılında çeşitli düzeltme çalışmaları yapılarak güncel hale getirilmiştir. Bu çalışmada güncellemesi yapılan
öğretim programı incelendiğinden 2018 programı olarak adlandırılmıştır. Bununla birlikte her üç öğretim programında da (2005, 2013 ve 2018 fen bilimleri öğretim programı) öğrencilere bilimsel süreç becerilerini (BSB) kazandırmak amaçlanmaktadır. Dolayısıyla bu üç öğretim programında BSB’ye yer verilmesi beklenmektedir. Bu nedenle bu çalışmada 2005, 2013 ve 2018 fen bilimleri dersi öğretim programlarını BSB açısından karşılaştırmak amaçlanmaktadır. Bu çalışmanın bir önceki adımı olarak
2005 ve 2013 fen bilimleri programı BSB açısından karşılaştırılmıştır. 2018 fen bilimleri programının da BSB açısından incelenerek bu çalışmalara dâhil edilmesi gereği duyulmuştur. Bu bağlamda, 2005, 2013 ve 2018 yılı öğretim programları temel ilkeler, içerik, hedefler, öğrenme-öğretme süreci ve değerlendirme olmak üzere beş boyutta BSB açısından karşılaştırılmıştır. Bu boyutlar aynı zamanda bulguların yer aldığı temaları oluşturmaktadır. Çalışmanın veri toplama araçları bu üç öğretim programıdır. Çalışmada nitel araştırma yöntemlerinden doküman incelemesi kullanılmıştır. Öğretim
programları içerik analiziyle incelenerek kodlanmıştır. Hedefler analiz edilirken her bir kazanım, diğer bölümler analiz edilirken ise her bir cümle analiz birimi olarak kabul edilmiştir. Elde edilen kodlar ilgili olduğu temanın altına yerleştirilmiştir. Çalışma sonunda temel ilkeler temasında BSB’ye 2005 programında dolaylı şekilde (BSB sözcüğü kullanılmadan) yer verildiği belirlenirken, 2013 ve 2018 programlarının iki amacında ise BSB’ye doğrudan yer verildiği tespit edilmiştir. 2005 ve 2013
programları vizyonunun öğrencileri fen okur-yazarı olarak yetiştirmek şeklinde belirlendiği ve fen okuryazarlığının bir boyutunun BSB olduğu ifade edilmiştir. 2018 programında ise fen okur-yazarlığı açıklanırken BSB’ye dolaylı olarak yer verildiği tespit edilmiştir. Her üç öğretim programında da BSB’nin tanımının yapıldığı belirlenmiştir. Öğretim programlarındaki bu tanımların alan yazınla uyumlu olduğu görülmüştür. İçerik temasında ise 2005 ve 2013 programlarında BSB’nin tüm öğrenme alanlarıyla ilişkilendirildiği belirtilmiştir. 2018 programında ise böyle bir uygulamayla karşılaşılmamıştır. 2005 programında (diğer iki programın aksine) öğrencilere kazandırılması amaçlanan BSB’ler sınıflandırılarak net bir şekilde belirtilmiştir. Ayrıca 2005 programında her ünitenin içeriği açıklanırken “Ünitenin Odağı” bölümünde o ünitede kazandırılması amaçlanan BSB’lerin belirtildiği görülmüştür. 2013 ve 2018 programlarında ise üniteler tanıtılırken BSB’ye dolaylı olarak yer verildiği tespit edilmiştir. Kazanımlar temasında, 2005 programında diğer iki programın aksine BSB kazanımlarının verildiği belirlenmiştir. Ayrıca bilgi kazanımlarıyla BSB kazanımlarının ilişkilendirildiği de tespit edilmiştir. Diğer iki programda böyle bir uygulamayla karşılaşılmamıştır. Bununla birlikte 2013 ve 2018 programlarının kazanımlarında  BSB’ye dolaylı olarak yer verildiği belirlenmiştir. Öğrenme öğretme süreci temasında her üç öğretim programında da benimsenen strateji ve yöntemler açıklanırken BSB’ye yer verilmediği belirlenmiştir. Ayrıca 2005 programında etkinlik örneklerinin verildiği ve bu etkinlik örneklerinden bazılarının ilgili olduğu BSB kazanımlarıyla (örnek olarak) eşleştirildiği görülmüştür. Ancak diğer iki programda böyle bir uygulamayla karşılaşılmamıştır. Değerlendirme temasında ise her üç öğretim programda da BSB’ye net bir şekilde yer verilmediği belirlenmiştir.

Science process skills are claimed to enable an individual to improve their own life visions and give a scientific view/
literacy as a standard of their understanding about the nature of science. The main purpose of this study was to
develop a test for measuring a valid, reliable and practical test for Science Process Skills (SPS) in secondary education
at basic and integrated levels. The test was developed according to the renewed 9th and 10th and 11th grades
chemistry curriculum acquisitions of “content”, “chemistry-technology-society-environment”, “communication”,
“attitude” “value” Participants of this study are 222 students from a vocational high school and the Anatolian school
of Izmir, Turkey. The test consisted of 30 multiple-choice questions and the KR20 reliability coefficient of this test was
calculated as 0, 83. The test consisted of sub-dimensions as , observing, classifying, measuring, communicating, inferring,
predicting, formulating hypotheses, identifying variables, designing investigations, acquiring data, organizing
data, and interpreting it. The test is compatible with a model which consists of observing, measuring, acquiring data,
formulating problems, designing investigations, organizing data, interpreting factors of literature. The results of the
confirmatory factor analysis supported validity and reliability of the test.

Milli Eğitim Bakanlığı'nın 2006, 2013 ve 2017 Fen ve Teknoloji / Fen Bilimleri Dersi Öğretim Programı'nda karar verme ve problem çözme becerileri, öğrencilerin gelişim göstermeleri gereken yeterlilikler arasında yer almaktadır. Öğrencilerin bu becerilerinin gelişim göstermesi, öğretim programını uygulamakla görevli olan öğretmenlerin de bu becerilerinin gelişmiş olmasıyla yakından ilgilidir. Bu çalışmanın ana amacı; fen bilimleri öğretmenlerinin karar verme beceri düzeylerinin tespit edilmesidir. Alt amacı ise; fen bilimleri öğretmenlerinin karar verme beceri düzeylerinin yaş, çalışma süresi, eğitim durumu, cinsiyet, çalışılan okul türü gibi değişkenler açısından incelenmesidir. Çalışma nicel araştırma yönteminin betimsel tarama modeline göre yapılandırılmıştır. Çalışma grubu örneklemi, Samsun ilinde görev yapmakta olan fen bilimleri öğretmenlerinden basit seçkisiz yöntemle belirlenen 83 fen bilimleri öğretmeninden oluşmaktadır. Veri toplama aracı olarak 11 sorudan oluşan 'Karar Verme Beceri Testi' kullanılmıştır. Karar verme beceri testine katılan 83 öğretmenin testte sorulan 11 soruya verdikleri doğru cevap ortalamaları 6,34'tür. Bu veriden hareketle öğretmenlerin karar verme becerilerinin orta seviye olduğu söylenebilir. Araştırmada fen bilimleri öğretmenlerinin karar verme beceri düzeyleri; yaş, cinsiyet, meslekte çalışma süresi, eğitim durumu, çalışılan okul türü gibi değişkenlere göre incelenmiş ve karar verme beceri düzeyleri ile bu değişkenler arasında anlamlı ilişki tespit edilememiştir. Araştırmada fen bilimleri öğretmenlerinin karar verme beceri düzeyleri; yaş, cinsiyet, meslekte çalışma süresi, eğitim durumu, çalışılan okul türü gibi değişkenlere göre incelenmiş ve karar verme beceri düzeyleri ile bu değişkenler arasında anlamlı ilişki tespit edilememiştir.

Penelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan instrumen penilaian kemampuan berpikir analitis dan keterampilan proses sains kimia peserta didik SMA/MA pada materi laju reaksi. Penelitian dilakukan di lima SMA/MA di Kota Yogyakarta. Pengembangan instrumen menggunakan model 4-D (Four-D Model) yang meliputi tahap pendefi nisian, perancangan, pengembangan, dan penyebaran produk. Instrumen Analytical Thinking and Science Process Skill (ATSPS) yang telah dikembangkan divalidasi oleh expert judgement dan guru kimia. Data yang diperoleh dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa instrumen ATSPS yang telah dikembangkan memiliki rata-rata indeks validitas isi sebesar 0,95. Berdasarkan hasil penilaian produk yang telah dilakukan oleh guru kimia SMA/MA diperoleh skor sebesar 530 dengan kategori sangat baik. Persentase respons guru terhadap instrumen penilaian kimia sebesar 88,33%. Oleh karena itu, instrumen penilaian kemampuan berpikir analitis dan keterampilan proses sains kimia layak digunakan untuk mengukur kompetensi pengetahuan dan keterampilan peserta didik SMA/MA secara terintegrasi.

The effectiveness of inquiry-based learning method was discussed for a long time. However, inquiry-based learning method was not discussed and compared with traditional learning before in terms of students' academic achievement, science process skills and attitudes towards science in a meta-analysis study. This study aimed to cover the effects of the inquiry-based science education on students' academic achievement, science process skills and attitudes towards science comparing with traditional learning. The study reviews the findings of the studies on the effectiveness of the inquiry-based science education comparing with traditional learning. In other words, meta-analysis method was used to combine statistically the numerical data of the studies and to reach a general conclusion using the results of these studies. The study reviewed a total of nineteen studies (37 comparisons in terms of achievement, science process skills and attitudes towards science) about the effects of the inquiry-based science education on the students' academic achievement, science process skills and attitudes towards science comparing with traditional learning carried out in Turkey between 2005 and 2015. Meta-analysis results showed that the inquiry-based science education had a positive and higher levels of effects of students' academic achievement (Cohen's d=1.029). It was also found that this specific teaching and learning method had a positive and medium level of effect on their science process skills (Cohen's d=0.742) and attitudes towards science (Cohen's d=0.558). It was found that the inquiry-based learning method used in science education had much more significant effects on student achievement rather than on their science process skills and their attitudes towards science in contrast to the traditional teaching method.

This study was aimed to design and to determine the effectiveness of a project-based formative assessment tool in science ten in a modular distance learning modality in terms of students' science process skills (SPS). Descriptive-developmental research design was used in this study. Three research instruments had undergone reliability and validation and were utilized. Pre-test and Posttest assessment were administered to the respondents. To test the significant difference in the students' test scores, independent t-test was used. Questionnaires were also administered to determine the effectiveness of the designed project-based formative assessment in science in terms of their SPS. Results revealed that the students perceived the learning output in terms of written works and performance as 'sometimes evident' and written tests are perceived as 'always evident' in their self-learning module. Students perceived the extent of availability of the learning resource...

In this study, the effects of STEM education in the simulation-based inquiry learning (SBIL) environment on the students' scientific process skills and STEM awareness were investigated. In addition, the use of simulations in STEM education was discussed by evaluating students' views on activities. Study group of the research consists of 39 students enrolled in science teaching undergraduate program at a university in Turkey. Results of the study showed that STEM education performed in the SBIL environment has a positive effect on the development of scientific process skills and STEM awareness. The students expressed a positive opinion on the STEM education that it provided the development of scientific process skills and increased their attitude and motivation towards the course. The students stated that the simulation program used in the STEM activities provided important advantages such as designing and developing engineering products, experiments and reducing errors.

This study evaluated the attitude towards science and the science process skills of grade 10 students including the prevailing conditions in terms of teaching approaches and school resources of selected secondary schools in the Philippines. It involved 256 students and 19 teachers from 4 schools categorized into; big school, small school, laboratory school and a private school. The results revealed that students have overwhelmingly highly positive attitude towards science but not well-developed science process skills. A highly positive attitude on the social context of science but not on the context of a school science. Analysis of the teaching approaches employed and the resources available provide evidence to why the science process skills were not properly acquired. Findings from this study also show that teachers must provide interesting lessons in science to develop science process skills which are the foundations of critical thinking and higher order thinking skills necessary for the technology-based society of today and the future. Moreover, teachers' mind set on how science teaching be implemented must be properly reconsidered.

ÖZET Globalleşen Dünya'da bilgi ve teknolojideki değişmeler bireylerin mevcut bilgiyi öğrenmesine ya da ezberlemesine değil, öğrenmeyi öğrenmesine neden olmuştur. Bireylerin mevcut duruma adapte olabilmesi için bilgiyi elde etme yollarını öğrenmesi ve çeşitli durumlarda bilgiyi kullanması önemlidir. Eğitim sistemimizdeki temel amaç, mevcut bilgiyi öğrencilere aktarmaktan çok bilgiye ulaşma yollarını ya da becerilerini kazandırmak olmalıdır. Bu bazen bir bilim insanı gibi çalışmayı gerekli kılabilir. Bu nedenle öğrencilerin bilim ve bilimle ilgili durumları bilmesi önemlidir. Bu bilgiyi yaşamında elde edebilmesi için bilimsel süreç becerilerini edinmesi gerekmektedir. Bilimsel süreç becerileri, bireylerin bilimsel bilgiyi yapılandırmasında, bilimin doğasını anlamasında, öğrenmeyi kolaylaştırmasında, günlük yaşamdaki problemlerin çözmesinde, akademik başarıyı artırmasında, fen okuryazarı bireylerin yetişmesinde önemli bir faktördür. Bu bireylerin yetişmesinde öğretmenlerin önemi büyüktür. Bu nedenle öğretmenlerde var olması gereken bilimsel süreç becerilerinin durumunu tespit etmek için bu çalışma yapılmıştır. Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının bilimsel süreç becerileri ve yeterlilikleri hakkındaki durumu değerlendirmektir. Araştırmada nitel araştırma yöntemi kullanılmıştır. Araştırmanın verileri ise iki üniversitede öğrenim gören 8 Fen Bilgisi öğretmen adayından görüşmeler ile toplanmıştır. Veriler sonucunda öğretmen adaylarının bütünleştirilmiş süreç becerilerinin alt boyutu olan; hipotez kurma ve yorumlama, değişkenleri belirleme, grafiği okuma ve yorumlama, deney tasarlama, deney sonuçlarını yorumlama, işevuruk tanımlama ve deney verilerini kaydetme gibi alt boyutları tanımlamada ve belirlemede iyi düzeyde beceriye sahip oldukları düşünülebilir. Fakat bağımlı, bağımsız ve kontrol edilen değişkenlerin * Doktora tezi, Gazi Üniversitesi Bilimsel Araştırma Birimi tarafından desteklenmiştir (Proje Kodu: 04/2009-04).

It is important to enable the students to have the scientific skills and attitudes which are well developed in order that students can be competitive in the global society, however, it appears that many students are lacking these required competences. As such, this research aims to investigate the Science Process Skills (SPS) and Chemistry Attitudes (CA) and analyze the correlation between those two variables. Convenience sampling was executed to select 152 undergraduate chemistry students at the Yogyakarta State University in the academic year 2017/2018. This survey involved quantitative method and correlational design. The data were obtained by using Science Process Skills Observation Checklist (SPSOC) and Attitudes towards Chemistry Scale (ATCS). The Cronbach's alpha reliability coefficient of each instrument was .88 and .84 respectively. The descriptive statistic, t-test, Pearson correlation, and regression analysis were used at significance level .05. Based on the findings, students' SPS and CA were classified low and moderate respectively. There was a significant difference between SPS and CA scores based on gender in favor of female students. Additionally, there was a significant difference between students' SPS and CA scores based on grade levels in favor of second-year students. According to the result of the correlation and regression analysis also showed a high positive and significant correlation between SPS and CA. It can be concluded that students who have high SPS score tend to have positive attitudes towards chemistry. Implications of the findings on the pedagogical practices have been discussed.

This quasi-experimental study aimed to determine the effect of structured and unstructured word problems in physics on Grade Ten students' science process skills. The participants in this study were the 62 Grade Ten students of a rural public high school in Panay Island for S.Y. 2015-2016, who were match-paired through their Grade Nine fourth grading grades in science. The participants were divided into two groups, one group was exposed to structured word problems while the other on unstructured word problems. There were 31 students in one group, each further divided into three subgroups. The validated researcher-made tests, namely: Science Process Skills Test (SPST) with an alpha value of 0.was used as pre-test and post-test to measure the students' science process skills before and after exposure to structured and unstructured word problems in physics. Statistical tools used were mean and standard deviation for descriptive statistics; t-test for independent and dependent samples set at 0.05 alpha level were used for inferential statistics. Results of the study revealed that the Grade Ten students in had "developing" science process skills before and after the eight (8)-week exposure to structured and unstructured word problems. It was found out that both types of word problems were effective in improving students' science process skills. Though both considered developing, the mean gain among the subjects exposed to unstructured word problems was higher compared to that of subjects exposed to structured word problems. The findings of this study point out the superiority of unstructured word problems over structured word problems in improving students' science process.

Science process skill and analytical thinking ability are needed in chemistry learning in 21 century. Analytical thinking is related with science process skill which is used by students to solve complex and unstructured problems. Thus, this research aims to determine science process skill and analytical thinking ability of senior high school students in chemistry learning. The research was conducted in Tiga Maret Yogyakarta Senior High School, Indonesia, at the middle of the first semester of academic year 2015/2016 is using the survey method. The survey involved 21 grade XI students as participants. Students were given a set of test questions consists of 15 essay questions. The result indicated that the science process skill and analytical thinking ability were relatively low ie. 30.67%. Therefore, teachers need to improve the students’ cognitive and psychomotor domains effectively in learning process.

science process skill will positively influence the academic achievement of the students in science subjects. Present study has given a detailed account of science process skill among higher secondary school students of Wayanad district of Kerala state. 465 higher secondary school students from various government and aided higher secondary schools of Wayanad district is taken as sample for the study. Test of process skill in science is used to collect data. Results of the study showed that higher secondary school student of wayanad district posses an average level of science process skill in science

It is important to enable the students to have the scientific skills and attitudes which are well developed in order that students can be competitive in the global society, however, it appears that many students are lacking these required competences. As such, this research aims to investigate the Science Process Skills (SPS) and Chemistry Attitudes (CA) and analyze the correlation between those two variables. Convenience sampling was executed to select 152 undergraduate chemistry students at the Yogyakarta State University in the academic year 2017/2018. This survey involved quantitative method and correlational design. The data were obtained by using Science Process Skills Observation Checklist (SPSOC) and Attitudes towards Chemistry Scale (ATCS). The Cronbach's alpha reliability coefficient of each instrument was .88 and .84 respectively. The descriptive statistic, t-test, Pearson correlation, and regression analysis were used at significance level .05. Based on the findings, students' SPS and CA were classified low and moderate respectively. There was a significant difference between SPS and CA scores based on gender in favor of female students. Additionally, there was a significant difference between students' SPS and CA scores based on grade levels in favor of second-year students. According to the result of the correlation and regression analysis also showed a high positive and significant correlation between SPS and CA. It can be concluded that students who have high SPS score tend to have positive attitudes towards chemistry. Implications of the findings on the pedagogical practices have been discussed.

الموضوع الرئيس للدرس: ظاهرة الاحترار العالمى
السؤال الرئيسى للدرس:
ما العوامل التى تؤدى إلى ظاهرة الأحترار العالمى؟ وما أثر ظاهرة الأحترار العالمى على الأنسان والبيئة؟

عمليات العلم المتضمنة فى أنشطة درس ظاهرة الأحترار العالمى:
الملاحظة – القياس - الأسئلة الإجرائية – فرض الفروض – ضبط المتغيرات - التصميم التجريبى – الإتصال - الأستنتاج – الاستدلال – التنبؤ – التوضيح - الإتصال.

Science process skills (SPSs) play a significant role in science education. This research aimed to determine the acquisition level of 5th-grade students in SPSs with classroom activities. The research was a case study, and the data were collected by focus group interviews, document analysis, and observations. The sample of the research was six students from the fifth grade selected based on maximum variation sampling. Science process skills focused worksheets, focus group interview schedule, and observation forms were used as data collection tools. As a result, it was found out that the students were at the average or above the average level in observing, predicting, measuring, comparing and classifying skills; and they were at below the average level in inferring, organizing data, identifying and using experimental materials, processing data and formulating models, controlling variables, experimenting, interpreting and inferring. Also, it was determined that students with high academic achievement have more acquisition in SPSs. Besides, it was found out that the development of SPSs is gender neutral, it depends on the number of activities that are made in the classroom and what is the role of the students in these activities.
Keywords: gender in science process skills, lower secondary school, science achievement, science activities, science process skills.

Science process skills are claimed to enable an individual to improve their own life visions and give a scientific view/ literacy as a standard of their understanding about the nature of science. The main purpose of this study was to develop a test for measuring a valid, reliable and practical test for Science Process Skills (SPS) in secondary education at basic and integrated levels. The test was developed according to the renewed 9th and 10th and 11th grades chemistry curriculum acquisitions of “content”, “chemistry-technology-society-environment”, “communication”, “attitude” “value” Participants of this study are 222 students from a vocational high school and the Anatolian school of Izmir, Turkey. The test consisted of 30 multiple-choice questions and the KR20 reliability coefficient of this test was calculated as 0, 83. The test consisted of sub-dimensions as , observing, classifying, measuring, communicating, inferring, predicting, formulating hypotheses, identifying variables,...

This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students’ process skills in order to plan in such a manner that they can assist to raise their students’ current basic and integrated SPS.

The idea of scaffolding has been widely used over the preceding years because it emphasizes the key facets of student's learning, which is ''guided by others''. Many studies had found out that scaffolding is effective in develop science process skills, particularly the basic skills. (Van Der Stuyf, R. R., 2002). Yet it is scarce in classrooms (Pol, J. V., Volman, M., & Beishuizen, J., 2011), mostly because it is so challenging to perform. Due to the results of the 2019, Programme for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) 2019 where it was revealed that Filipinos scored 'significantly lower' than any other country that participated, this study aims to enhance the students' performance in science. Particularly, this two- group Pretest- Posttest design, quasi-experimental research aims to determine the effectiveness of contingent teaching strategy (CST) and 6 E soft scaffolding strategy ...

This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Students with a high basic SPS score had the tendency to ...

The study investigated the effect of laboratory strategy on senior secondary school students' acquisition of science process skills in biology. Two research questions and two hypotheses guided the study. The non-randomized control group, pretest-posttest design was used for the study. A sample of 275 senior secondary II biology students from six secondary schools was drawn from population of 2, 754 students across 20 schools in Makurdi metropolis using purposive sampling technique. The instrument used for data collection was the Science Process Skills Acquisition Test (SPSAT) which gave a reliability coefficient of 0.88. The data collected were analyzed using mean and standard deviations to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that there were significant differences in the mean acquisition of science process skills scores (P=0.00 < 0.05.) of students taught Biology concepts using laboratory strategy and expository method which was in favour of the laboratory strategy group. In terms of gender, there was no significant difference between the mean acquisition of science process skills scores (P=0.09 > 0.05) of male and female students taught biology using laboratory strategy. Based on the findings, it was concluded that the use of investigative laboratory strategy enhanced students' acquisition of science process skills scores in Biology than the expository method. It was recommended among others that Biology teachers should use laboratory strategy which enables students' active participation during practical activities thereby enhancing their acquisition of science process skills and that school proprietors should provide laboratory facilities to enable biology teachers use investigative laboratory strategy in teaching.

The quality of international education is measured through PISA and TIMSS results and the member countries are very concerned about their students' ability to work on PISA and TIMSS. Countries with low PISA and TIMSS ratings indicate that students' science process skills in this country are low, including in Indonesia. Therefore, this research needs to be done to see the characteristics of science process skill (SPS) of junior high school students, especially in Indonesia. This study involved 9th-grade students of the academic year 2016/2017 in three randomly selected districts. The number of subjects involved in the study was 120 randomly selected respondents. The research was conducted by survey method, by giving SPSs questions to respondents. The results showed that the SPS of junior high school students in Lampung Province-Indonesia is low. Students from schools in the capital and school areas close to the provincial capitals have the characteristics of SPSs on "observing" and "classifying" indicators in the "moderate" category. Students from distant areas of the provincial capitals, the characteristics of their SPSs are "low", for all indicators (observing, classifying, predicting, interpreting, and communicating).