Teaching science process skills

Brotherton, Peter N.; Preece, Peter F. W.

doi:10.1080/0950069960180106

Cited by 22 publications

(23 citation statements)

References 16 publications

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“…This study concluded that the ILIS students had benefited from the five steps in the inquiry-based learning. And science process skills are of the utmost importance for science achievements, as has been shown in the previous studies (P. N. Brotherton, 1993;P.N. Brotherton et al, 1996).…”

Section: Improving Students' Confidence and Inquiry Process Skills Insupporting

confidence: 58%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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Section: Improving Students' Confidence and Inquiry Process Skills Insupporting

confidence: 58%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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“…A greater portion of the Handbook of Research in Science Teaching highlights research on this topic (White, 1996). In England and Wales, Brotherton and Preece (1996) explored the effects of teaching science with a special emphasis on process skills. For example, the Cognitive Acceleration through Science Education (CASE) project provided evidence that having science process skills in science lesson activities based on Piagetian formal reasoning patterns lead to short term boost to cognitive achievement (Adey and Shayer, 1993).…”

Section: Science Process Skills Teaching Approach (Spsta)mentioning

confidence: 99%

The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya

Abungu¹,

Okere²,

Wachanga³

2014

JESR

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“…Numerous studies have indicated the link between conceptual development and pupils' ability to understand and interpret evidence in science (Solomon 1991, Brotherton and Preece 1996, Lubben and Millar 1996. Harlen (1993) points to the importance of understanding the process skills fundamental to the learning and doing of science, and of developing this understanding in tandem with conceptual understanding.…”

Section: Introductionmentioning

confidence: 99%

A comparison of primary school pupils' ability to express procedural understanding in science through speech and writing

Warwick¹,

Linfield²,

Stephenson³

1999

International Journal of Science Education

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Pupils reaching the end of their primary schooling in the UK have some grasp of the relevance of their process activities in terms of evidential value. The majority find it easier to express this understanding verbally rather than in writing. One reason for this is the facility that pupils have for using the two modes of expression, yet it is clear that other factors are in play. Both pupils and teachers have different agendas for what it is appropriate to address in speech and in writing, and thus the two modes of expression often serve different purposes. This paper concludes that there is much that might be done to improve the critical nature of the dialogue pupils enter into in their written work, thus exposing more clearly their level of procedural understanding.

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Teaching science process skills

Cited by 22 publications

References 16 publications

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

The Effect of Science Process Skills Teaching Approach on Secondary School Students’ Achievement in Chemistry in Nyando District, Kenya

A comparison of primary school pupils' ability to express procedural understanding in science through speech and writing

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