Science Process Skills: their nature and interrelationships

Secondary School Students’ Mastery of Integrated Science Process Skills in Siaya County, Kenya

“…Brotherton and Preece (1995) found out that there exists a strong correlation (r = 0.73) between integrated science process skills and formal thinking abilities. According to Aydin (2013), there is a shift to training students in a way that enables them to access knowledge, to distinguish what knowledge is necessary and to generate new knowledge on the basis of the knowledge they have accessed.…”

Children's Competencies in Process Skills in Kindergarten and Their Impact on Academic Achievement in Third Grade

“…Science and mathematics educators and professional organizations advocate integrating mathematics and science on the grounds that both domains involve similar endeavors to discover patterns and relationships and both share similar cognitive processes (Berlin & White, 1994;Charlesworth, 2005;Czerniak, Weber, Sandmann, & Ahern, 1999;Ginsburg & Golbeck, 2004;National Council of Teachers of Mathematics, 2000;Pang & Good, 2000). However, there is little empirical evidence regarding the factorial structure of and the connection between science and mathematics process skills that can be used to support mathematics and science integration practices (Brotherton & Preece, 1995). One of the purposes of the present study, therefore, was to investigate the factorial structure of children's mathematics and science process skills by examining two nested confirmatory factor analysis models.…”

“…For example, researchers have suggested that some process skills, such as ordering, measuring, and graphing, are common to science and mathematics, and competency in these process skills is necessary for successful performance in science and mathematics learning tasks (Brotherton & Preece, 1995;Newcombe, 2002). Science and mathematics educators and professional organizations advocate integrating mathematics and science on the grounds that both domains involve similar endeavors to discover patterns and relationships and both share similar cognitive processes (Berlin & White, 1994;Charlesworth, 2005;Czerniak, Weber, Sandmann, & Ahern, 1999;Ginsburg & Golbeck, 2004;National Council of Teachers of Mathematics, 2000;Pang & Good, 2000).…”

Effect of Jigsaw vs. Traditional Group Work on 8th Graders’ Basic Science Process Skills achievement in Laboratory

“…The basic science process skills include "observing, classifying, measuring, using numbers, predicting and making conclusion" (Afnidar & Hamda, 2015, p. 169). These skills are advocated to teach right from elementary level which not only serves as a cognitive functioning foundation stage (Sheeba, 2013) but also paves the way to gain integrated science skills successfully at secondary level (Brotherton & Preece, 1995).…”