DESIGN AND IMPLEMENTATION OF REMEDIAL TEST FOR SCIENCE PROCESS

SKILLS

PPPPPRESENTED BY,

SOORYA JAYAN

Science process skills

The science process skills are the tools of learning science.

Science process skills

Basic science process skills

Integrated science process skills

•Observation •Classifying•Measuring•Communicating

•Formulating Hypotheses •Identifying of Variables •Inferring•Experimenting•Formulating Models

OBSERVING Use your senses to determine the properties of

an object or event. You must pay close attention to everything around you and

sometimes use instruments to assist you with your observations.

USE ONE OR MORE OF YOUR 5 SENSES

SEEING HEARING SMELLING TASTING

TOUCHING

CLASSIFYINGWe classify when we use observations to group objects or events according to similarities and differences.

One categoryTwo categoriesMany categories

Producers Consumers

MEASURING

You use the skill of estimation,

describe and record appropriate units

of measurement (quantitative

measurement) and make relationships

between time and space.

COMMUNICATING

We communicate when we give or receive information. Use

written and spoken words, graphs, tables, diagrams, and

technology presentations to share and explain ideas and

information.

COMPARING

Identify common and distinguishing

characteristics of objects or events.

INFERRING

We infer when we use our past experiences to draw conclusions and make explanations about events not directly observed.

It looks like water.It feels like water.It pour like water.

Form a

conclusi

on

based

upon

what

you

think

explains

your

observa

tions

and

data.

Making

inferenc

es may

include

cause

and

effect

relation

ships.

EXAMPLES

Observations

That plant is extremely wilted.

The car stopped running

The Titans are leading their division

Inferences

That plant is extremely wilted due to a lack of water.

The car stooped running because it was out of gas.

The Titans are leading their division because they are playing well right now

COLLECTING, RECORDING, AND INTERPRETING DATA

Gather and organize data in order to make it understandable

(sense of), meaningful, and to find patterns that lead to

inferences, predictions, and

hypothesis.

HYPOTHESIS

Form and make suggested solutions to a problem;

from observations or events.

You will state in writing or verbally your solution

or explanation as the expected outcome of an

Experiment.Worded as an “IF….THEN” statement.

IDENTIFYING AND CONTROLLING VARIABLES

Be very specific in identifying the factors and / or

control the factors that might be expected to

affect the outcome of an experiment.

You will select the variables to be manipulated

and / or held constant.

EXPERIMENTATIONWrite the step by step procedures (instructions).

These procedures will assist in determining

(decide) if your tested hypothesis is correct or

incorrect based upon manipulation of materials.

ANALYSEStudy the results / data of your experiment or investigation carefully.

MAKING AND USING MODELS

You are developing a copy representing the

“real world” application you’re studying.

This will allow you to understand how systems

work and how they are constructed. Models can be

a painting, a drawing, or a diagram.

STUDENT ASSESSMENT METHODS

Although many people equate assessment

with testing, in reality, assessment involves far

more than merely giving tests. To assess students

is to collect information about their performance.

It is an integral part of the teaching and learning

process. The goal of education is to produce or

facilitate changes in learners.

Teachers assess students’ performance by1. Observing Students

Structured observations

Narratives

Informal observation

2. Asking Students

Interviews

Self-assessments

3. Looking at Students’ Work Open-ended questions

Performance tests/tasks

Journals

Exhibitions/projects/culminating demonstrations

Portfolios

PERFORMANCE TESTPerformance test is a tool to assess science

process skills in students. Although many achievement objectives can be assessed with paper-and-pencil tests, there are other objectives which are more appropriately assessed by having students actually demonstrate their competence. In performance test the students science process skills are assessed by having the student perform tasks rather than take a paper-and-pencil test.

Performance Test–Electricity Test questions to students: You are a scientist working

for a large computer company. Your assignment is to investigate electricity.

1. Make an electrical circuit using all the items on the table (battery, wire, light bulb, switch).

2. Quickly draw a simple picture of your circuit in the space below.

3. Did you build a complete circuit? Yes_____ No______4. Explain how you know.5. Open “Bag A.” Use the clip and lead to make an electrical

tester. Test each of the items in “Bag A” with your circuit. Place an X on the chart under the appropriate column to show what happened when each item was tested.

6. How are the items that conduct electricity alike?7. How are the items that do not conduct electricity alike?

“BAG A” Items ConductsElectricity

Does Not ConductElectricity

Plastic Spoon

Steel Washer

String

Penny

Nail

Rubber Band

REMEDIAL EDUCATION Remedial education  is education designed to assist students

in order to achieve expected competencies in core academic skills such as literacy and numerical.

Remedial Therapy focuses on skills rather than on content. Help is offered to pupils who need assistance. These are often children who function at a lower than average

level because of a certain learning- or behavioural problem/disorder, but it can also be offered to pupils who achieve at a higher than average level, they too can do with the extra attention and care.

STEPS TO IMPLEMENT REMEDIAL TEACHING Subject the students for performance test. Analyze the result. Remediation for weaker students. Remedial activities involves the following activities

Participation in activity oriented science learning. Participation in laboratory section (mini lab at

school) Engaged students in science process

puzzle( process skill indirectly activated) Promote Higher Order Thinking activity. Participate in project activity. Creative science learning events. e.g: games,

drama. Field visit, science exhibition Active participation in science process skill.

All these led to enrichment of process skill thereby increased process skill can be assessed with reperform test.

UNIVERSITY QUESTIONS1. Explain science process skills. Illustrate how would you

equip your student with science process skills through our class room teaching?

(April 2010)2. Distinguish between observation and inference. (April

2010)3. Give any two learning experience to develop the science

process skill- ‘ communicating’ among your students. (April

2010)4. Distinguish between observation and experiment. (April

2011)

5. Write any eight process skills in science. (April 2012)6. Identify any four process skills that can be developed

in students while teaching ‘thrust and Pressure’.

7. What are the process skills to be developed among your students through the teaching of any one of the topics? What learning experience would you provide for the same? Write four test items you would use to assess your student process skills.

a)time-position graph b)carbon dioxide (April 2010)