Science Process Skills in Science Education of Developed and Developing Countries: Literature Review

Abstract

The purpose of this literature review is to analyze and evaluate the research studies conducted on science process skills (SPS) in science education in the context of developed and developing countries. A follow-up to this study will investigate teacher facilitation of SPS development at Primary School level in Zambia. The method carried out in this study is a literature review. It involved analyzing and synthesizing some research work already conducted globally, considering the educational significance of SPS. The search was limited to peer-reviewed journal articles written in English and whose full papers were available on the databases. Additionally, the articles were published between 1987 and 2018 because SPS's teaching and learning has been prevalent in research since the early 1980s. In total, 198 articles were found as a result of the initial search. The researcher screened abstracts of these articles to judge their relevance, and from this screening process of abstracts, 40 papers have been included for review. Reviewed study trends on SPS development conducted from developed and developing countries focusing on three vantage points: science curriculum, teacher education and the 21st Century Learning. Based on the findings, more research studies on SPS in science education are carried out in developed countries than developing ones. The review findings indicate uneven inclusion of SPS in the science curriculum documents and the curriculum implementation at all science education levels. Lastly, results display few studies on SPS education regarding 21st Century Learning conducted in developed and developing countries. Concerned education bodies must take appropriate and reasonable exploits on teacher training of SPS education and the balanced inclusion of SPS in the science curriculum and its implementation into consideration. SPS still champions the development of other skills individuals are supposed to possess in this 21st-century era. Hence, SPS education in science education remains a need for both developed and developing countries.

Reconstruction of digital teaching materials with Socio-Scientific Issues (SSI) context on newton’s gravity-tidal flood content

“…Student answer questionnaires, media and language expert validation sheets, and material expert validation sheets were the instruments employed in this study [19]. The instruments were compiled based on modified BSNP references [20].…”

“…The instruments were compiled based on modified BSNP references [20]. The assessment context is based on several aspects, including content feasibility, eligibility presentation, language, and graphics [21]. The rating scale from the validator and student responses will be converted into a percentage form with equation (1).…”

Effect of science process skills and entry grades on academic scores of student teachers

“…Research reviews of SPS in both the developed and developing worlds have indicated an inequality of SPS inclusion in science curricular documents (Akinbobola & Afolabi, 2010;Koomson, 2020;Mushani, 2021;Ongowo & Indoshi, 2013). Lack of appropriate evaluation of science curricular documents for SPS inclusion and development and acquisition of SPS have been blamed as the main factors affecting the progress of science education (Downing & Gifford, 1996;Duruk et al, 2017;Patonah et al, 2018;Siachibila & Banda, 2018).…”

Development and Implementation of Augmented Reality-Based Card Game Learning Media with Environmental Literacy in Improving Students' Understanding of Carbon Compounds

“…Students can independently learn to use the developed card media. Students get to find and know the concepts of teaching topics [44]. Therefore, learning is not monotonous and is preferred by students [45].…”