Achievement and Gender Effects on 5th Grader's Acquisition of Science Process Skills in a Socioeconomically Disadvantaged Neighborhood

Abstract

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.

Investigation of Science Textbooks in terms of Science Process Skills

“…SPS plays an important role in science education (Saban et al, 2019). They are important in developing students' cognitive development and ensuring students' active participation in the teaching and learning process (Darus & Saat, 2014).…”

The inquiry-based student book integrated with local resources: The impact on student science process skill

“…The process of students stimulation is started by asking questions and formulating a hypothesis. The questions help students to develop their SPS (Saban et al, 2019). When contextual problems are given to students, they are getting very enthusiastic to find the answers (Mouromadhoni et al, 2019).…”

Pre-Service Teachers’ Views About Ecosystem-Based Fieldwork in Terms of the Nature of Environmental Education, Investigations, Skills and Processes

“…The role of teachers in their students' development of SPS cannot be overemphasised (Saban et al, 2019). Literature review shows that while SPS remain the key part of research over the last 10 years (e.g., Gultepe, 2016;Molefe & Stears, 2014;Silay & Çelik, 2013;Tilakaratne & Ekanayake, 2017;Yakar, 2014), they (SPS) had long been central to debates on processes and content (Millar & Driver, 1987;Wellington, 1989;So, 2003).…”

“…Suitable frameworks were needed in the present research because there are various views about concepts used such as EE, scientific investigations, SPS and the scientific process (scientific method). Indeed, literature has different lists of the characteristics of EE (e.g., Baez et al, 1987;Charoensilpa et al, 2012;UNESCO, 1980), SPS themselves (e.g., DBE, 2011;Gultepe, 2016;Saban et al, 2019), science processes (DBE, 2011;Moeed, 2013;So, 2003;Watson & James, 2004), as well as scientific investigations (Moeed, 2013;So, 2003;Watson et al, 1999).…”

“…In EE there have been methods and processes to support changeoriented learning towards better environmental sustainability practices and/ or environmental learning in a wide range of contexts in South Africa (Fundisa for Change Programme: FCP, 2013; Rosenberg et al, 2008;Shava & Schudel, 2013;Vogel et al, 2013). The learners studying science are expected to critically show responsibility towards the environment and also develop scientific skills and processes associated with investigating natural phenomena (Department of Basic Education: DBE, 2011).…”