Analysis of Elementary Science Teaching Package Activities in Bangladesh:

A focus on Science Process Skills in Physical Science

And its Implementation in the Relevant Areas of Primary Teacher’s Professional Development

Presenter : Md. Mazharul Haque Main Supervisor : Assoc. Prof. SHIMIZU Kinya

Sub-supervisor : Prof. IKEDA Hideo & Prof. BABA Takuya

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Objectives of the study

The research aims :

1.To identify the science process skills(SPS) in the

Teaching Package(TP) activities across elementary

levels from grade three to five.

2. To describe the characteristics of SPS

development in elementary Science TP activities.

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Findings for objective 1Among the 13 SPS studied for this research, 12 were found in

the TP activities. There is no reflection of time-space relationship in physical science in any grade level.

Observing, communicating, inferring and predicting are mostly involved in the activity in all grade levels. Other basic science process skills(BSPS) and integrated science process skills (ISPS) were less emphasized.

Findings for objective 2 There are no learning hierarchy of SPS reflected with in the

TP activity of the elementary grade levels. There was a pattern of emphasizing the BSPS in the activities all grade levels while less emphasis were given in the ISPS on the activities studied.

ISPS were not increasingly promoted from the 3rd grade III to the 5 th grades.

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BackgroundAlthough Bangladeshi primary curriculum is a competency based, JICA (2009),PSPMP(2001),UNICEF(2009) have identified many problems in the curriculum, text books and in the teaching learning process. 1.Too much memorization Primary science curriculum focuses extremely on

memorizing terms and their meanings, but pays less attention to conceptual understanding, and scarcely to applying scientific knowledge(PSPMP,2001;JICA,2009)

Traditional and dominant way of teaching tends to focus on memorizing facts and teachers use a teacher centered approach while teaching (PSPMP,2001;UNICEF,2009;JICA,2009).

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Background(cont..)2.Less emphasis on process skillsPrimary curriculum, textbook and teaching –learning in Bangladesh is not paying much attention to the science process skills which lay a foundation for further study of science(JICA,2009).3.Lack of activityLack of activities in the text book to develop student’s scientific thinking skills (JICA,2009)4.Gap between curriculum ,textbook and its implementationThere exists a wide gap between the curriculum, textbook and its implementation system (JICA,2009;PSPMP,2001)

To overcome some of those problems Teaching Package(TP ) has been developed jointly with Bangladesh and JICA experts and distributed to primary schools in Bangladesh .TPs are now considered as one of the important educational materials (teacher’s reference materials) for primary science teaching in Bangladesh

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Background(cont..)Overview of Teaching Package

1.TP is consisting of “analysis of unit”, “lesson Plan”, “teaching materials "and “evaluation”.

2.TP lesson plan has given much attention to include number of science activities and as well as how to develop children’s ability to think critically by themselves. Lesson Title: Existence of Air

Learning Outcomes

Activities 1. Show pupils empty bottle or let pupils catch air with a plastic bag, and

then ask: “What do you think is inside, nothing or something?”

2. Let pupils think that: ① If air is nothing, how do we know it? ② If air is something, how do we know it?

3. Let pupils press a closed mineral water bottle or the plastic bag and feel something resisting from inside against pressing from outside.

“It seems something is inside a bottle, doesn’t it?” 4. Show them simple experiment with water basin with water, clear

container and paper. But before experiment, let them make the points to observe clear.

“When a piece of paper is set at the bottom of contai ner and keep it upside down and push it underwater, what happens?”

1. Crumple a piece of paper and push it into the bottom of a clear container. Set it upside down.

2. Push it into water slowly.

3. Bring it out of the water and see what happen to the paper, dry or wet.

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Research Problem

However, TP has not been evaluated in terms of the development of Science Process Skills(SPS)

Therefore, it is necessary to conduct a research about SPS and its representation in TP in Bangladesh.

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Significance of the Research The result of this study is expected to be an input to

teacher educators, teachers and curriculum developer and other stakeholders about the SPS in TP and the areas needing revision and to describe the characteristics of SPS development in elementary Science TP activities.

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Literature ReviewWhat literature says about science process skillsScience –A Process Approach (SAPA )defined SPS as a set of

broadly transferable abilities, appropriate to many science disciplines and reflective of the behavior of scientists. SAPA identified the 13 SPS and arranged into a learning hierarchy and grouped them into two types-basic and integrated. (Padilla,1990)

According to SAPA the BSPS provide a foundation for learning the ISPS

(Tobin & Capie, 1980;Padila,1990; Lumbantobing, 2004).

SPS are hierarchical. Learning hierarchy refers to the progressive development within each process skills. At the earliest stage, Process skills are discrete. They become increasingly interrelated as science course progresses.(Gagne,1965; Finlley, 1983 ; Akinbobola & Afolabi, 2010)

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Literature Review What literature says about science process skills

BSPS involve lower thinking skills and are commonly developed in the lower grades. ISPS higher order thinking skills and involve many basic skills and are commonly developed in the higher grades (Lumbantobing,2004).

SAPA recommended introducing BSPS from

Kindergarten up to Grade III and ISPS in Grades IV-VI (Tobin & Capie, 1980).

Literature ReviewWhy SPS are important? SPS are necessary for meaningful learning science

concepts and must be developed to the students (Harlen,1999;Ango,2002; Duran & Ozdemir,2010).

...... increased the students’ achievements and scientific creativities (Aktamis,2008)

….... and logical thinking abilities are correlated(Padila,1983)

……….. are specific competencies for problem solving. SPS could highly promote students ‘ problem-solving abilities (Lumbantobing,2004)

…..emphasized the intellectual value rather than the value of memorizing scientific facts or principles. SPS are the building-blocks of critical thinking and inquiry in science (Ostlund,1992)

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Review of the related ResearchResearch title/Author

Research Methods Component of SPS considered Summary of findings

Process Skills in the Elementary Science Comparative Study on the curriculum and Textbooks between Indonesia and Japan(Lumbantobing,2004)

Data source: elementary science textbooks of Indonesia and Japan (grade 3 to grade 6). Content analysis Instrument: Definitions of 13 SPS

13SPS with in 2category. BSPS and ISPS :observing, classifying, measuring, using space/ time relations, communicating, inferring and predicting. 6 ISPS: formulating hypotheses, defining operationally, controlling variables, and interpreting data, experimenting, and formulating models.

SPS were not hierarchically involved in the Indonesian textbook activitiesIndonesian text book activities in all grades are primarily emphasizing basic skills. Japanese elementary science textbook activities hierarchically promoted BSPS and ISPS. In the lower grade(grade 3) emphasis more BSPS and activities in the upper grades (grade 4-6)emphasis more ISPS.

Analysis of SPS in West African Senior Secondary School Certificate Physics Practical Examinations in Nigeria(Akinbobola ,2010)

Data source: Physics Practical Examinations questions. Instrument: Definitions of SPS.

14 SPS with in 2 category. BSPS: observing, measuring, comparing, contrasting, drawing calculating, recording , communicating and ISPS:experimenting,investigating, formulating models, deducting, graphing, interpreting and manipulating

The number of BSPS is significantly higher than the ISPS and SPS are not represented properly in the practical examinaton. Study recommended to include more ISPS related questions in the Exam.

The inclusion of science process skills in Yemeni secondary school physics textbooks Aziz & Zain (2010)

Data source: secondary school physics textbooks( from grade10-12)Content analysis.Instrument: Definitions of SPS

8 BSPS: observing, measuring, classification, quantification, predicting, inferring, relationships, communicating and 5 ISPS : hypothesizing, controlling variables, defining operationally, interpreting data, experimenting.

There are some inconsistency in representing the SPS in the contents of the physics text books. A number of SPS neglected in the text books. The highest percentage of BSPS concentrate on observation, whilst the maximum percentage of ISPS focus on experimenting(G-10), interpreting data(G-11) and operational definitions (G-12)

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Component of Science Process Skills(SPS)Category Component of skill List by

    SAPA(1965)

Gagne(1970)

Ostlund(1992)

Gabel(1993)

Tolman(2002)

Esler&Esler(2001)

Lumban-tobing(2004)

Martinet al.

(2005)

Rezba et al.

(2007)    

 Basic

1.Observing ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝2.Classifying ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝3.Measuring ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝4.Estimating     ⃝            

5.Collecting Data     ⃝           ⃝6.Predicting ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝7.Infering ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝8.Communicating ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝9.Making Graphs     ⃝           ⃝10.Space-TimeRelationship ⃝ ⃝   ⃝ ⃝ ⃝    

11.Using Numbers ⃝   ⃝   ⃝      

12.Proportion       ⃝          

      

Integrated

13.Identifying variables         ⃝ ⃝   ⃝ ⃝14.Controlling Variables ⃝ ⃝ ⃝ ⃝   ⃝ ⃝ ⃝ ⃝15.Interpreting Data ⃝ ⃝ ⃝     ⃝ ⃝ ⃝ ⃝16.Processing Data             ⃝17.Defining Operationally ⃝ ⃝ ⃝ ⃝   ⃝ ⃝ ⃝ ⃝18.Formulating Hypotheses ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝ ⃝19.Experimenting ⃝ ⃝   ⃝ ⃝ ⃝ ⃝ ⃝ ⃝20.Investigations     ⃝     ⃝     ⃝21.Testing Hypotheses       ⃝          

22.Formulating Models ⃝ ⃝ ⃝ ⃝     ⃝ ⃝ ⃝  23.Draw conclusion   ⃝              

13 15 15 14 10 15 13 13 17

Literature Review

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The Conclusion of Literature Review It is revealed that 13 SPS with in the category of BSPS and ISPS are very

common in above reviewed sources.

Seven most common BSPS are observing, classifying, measuring, predicting, inferring, communicating, Time -space relationship

Six most common ISPS are Controlling variables, interpreting data, defining Operationally, Formulating Hypothesis, Experimenting and making models.

SPS are hierarchical. SPS are hierarchically organized with in the structure of two level hierarchies of BSPS and ISPS

BSPS involve lower thinking skills and are commonly developed at the lower grades. BSPS lay foundation for ISPS. ISPS are commonly emphasized at the upper grades.

Only two studies (Lumbantobing, 2004; Aziz and Zain, 2010) have explicitly investigated curriculum materials in the light of what extent the SPS included, how SPS are presented in the materials through content analysis. Both studies analyzed the contents/activities by using the conceptual definition of SPS.

Research Framework

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BSPS involve lower thinking skills and are commonly developed in the lower grades.

ISPS develop based on BSPS. ISPS are commonly developed in the upper grades.

Number of SPS in the TP Activities

And

Pattern of representation of SPS in the TP in each grade level(G III-V)

Based on the literature review a research framework in this study was formulated as shown

in Figure below and used for exploring SPS in the TP activities.

CATEGORY:BSPS(7)

Observing

ClassificationMeasuringPredictingInferringCommunicatingTime-space relationship

CATEGORY: ISPS(6)

Formulating hypothesisControlling variable, Experimenting, Interpreting dataDefining operationally and Formulating model

Categorized 13 SPS:

-BSPS

-ISPS

Analysis of TP Activities to identify the SPS

SPS are H

ierarchical

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Research Method

Data source Data for the present study has been collected from physical

science part of the Teaching Package (Grade 3-5)

-Grade-III was published in 2007, -Grade-IV was published in 2008 -Grade-V was published in 2009 The selected TP was published by the Directorate of Primary

Education approved by Ministry of Primary and Mass Education(MoPME)

Physical Science comprises approximately 50% of the chapter of the science teaching package of each grade and Physical Science contains most of the hands on activities.

563 Activities of 61 lesson plans from 8 chapters are analyzed from Grade III to Grade V.

Research Method Data Collection and Activity Analysis

Procedure

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Step-1Every line in a lesson plan activity is carefully examined and underlined especially directions for the activities where skills are mentioned.

Step-2:Identify the component of SPS tentatively. The tentatively selected component of the SPS has been marked as “0” sign and place it under the appropriate column of the SPS.

Step-3:Reliability for Identification of SPS.

Step-4:-Take record of the identified skills according to lesson plan, chapter, grade and components.-Total the frequencies of skills according to lesson plan, chapter, grades and components

Every identified SPS checked with the process

skills concept (definitions of process skills)

Activities of TP was analyzed by other 2 rater independently who studied on SPS.

In the present study, researcher followed the following steps

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Research MethodExample of analyzed TP Activity

Example Of TP Activity Lesson Plan 2/10

Lesson Title: Existence of Air Activities 1. Show pupils empty bottle or let pupils catch air with a plastic bag, and then ask:

“What do you think is inside, nothing or something?” 2. Let pupils think that:

① If air is nothing, how do we know it? ② If air is something, how do we know it?

3. Let pupils press a closed mineral water bottle or the plastic bag and feel something resisting from inside against pressing from outside.

“It seems something is inside a bottle, doesn’t it?” 4. Show them simple experiment with water basin with water, clear container and paper. But before

experiment, let them make the points to observe clear. “When a piece o f paper is set at the bottom of container and keep it upside down and push it underwater, what will happens?”

Activity 1. Crumple a piece of paper and push it into the bottom of a clear container. Set it upside down.

2. Push it into water slowly. 3. Bring it out of the water and see what happen to the paper, dry or wet.

Observing, Inferring

Observing

Predicting

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Research MethodData Collection and Activity Analysis

ProcedureSelected Part of the Activity to identify the SPS

Basic word/question to identify the SPS and underlined

Component of SPS Check with the Science process skills concept

BSPS ISPSO Cl M P I Co

mSTR

Hyp

CVEx ID Do Fm

Example -1if an activity include that “When a piece of paper is set at the bottom of container and keep it upside down and push it underwater, what will happens?”

Prediction:What will happen…..?2. What do you think happen…….?3. Which will….

- - - o - - - - - - - - - Because, “prediction is a forecast of what a future observation might be”.

Example-2If the activity included that “bring it out of the water and see what will happen to the paper, dry or wet?

Observing:1. See what happen2. Let students to observe.. 

o - - - - - - - - - - - - Observing using their sense

Example-3“Why didn’t the water touch the paper in the first activity?” “Why did the paper get wet in the second activity?”

Inference:1. Why didn’t the water touch the paper in the first activity?”

- - - - o - - - - - - - - An inference is a statement that attempts to interpret or explain a set of observations.

Example-4Share the observation among the class.

Share the observation among the class.

- - - - - o - - - - - - - Communicating is to express thoughts in ways

that others can understand.

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Results SPS in the Activities of Grade III

TP

Ten (10) SPS were identified in the activities. Based on the above results, it is found that observing, communicating, inferring and predicting are mostly involved in the grade III TP activities. On the other hand, there were no existences of process skills: measuring, using time-space relationship and formulating hypothesis in the activities analyzed.

Observing

Classifying

Measurin

g

Predicting

Infering

Communicating

Space-Tim

e Relationships

Formulating Hypotheses

Controllin

g Variables

Experim

enting

Interpreting data

Defining Operationally

Formulating m

odel0

1020304050 42

4 0

15

36 36

0 0 2 1 16 4

Grade-III

Process skills

Fre

quen

cy

21

Results SPS in the Activities of Grade IV

TP

0

10

20

30

40

50 Grade-IV

24

7

20

46 5 11 1

41

Fre

quen

cy

Process skills

Eleven (10) SPS were identified through the analysis of the. Based on the above results,

it is found that communicating, observing and inferring are mostly involved

in the grade IV TP activities. On the other hand, there was no room for the process

skills using time space relationship, defining operationally and formulating model in the

activities analyzed.

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Results

SPS in the Activities of Grade V TP

Observin

g

Classif

ying

Measu

ring

Predicti

ng

Inferrin

g

Communicating

Spac

e-Tim

e Rela

tions...

Form

ulating H

ypothese

s

Controllin

g Vari

ables

Experi

menting

Interpreti

ng data

Defining O

perationall

y

Form

ulating m

odel0

10

20

30

40

50Chart Title

Process skills

Fre

-q

uen

cy

37Grade-V

33

17

11 98

51 3 3 1

A total of 11 SPS has been identified in G- V TP activities. Based on the above results, it is found that observing, communicating , inferring and predicting are mostly involved in the grade V TP activities. On the other hand, there was no existence of using space- time relationship and defining operationally in the activities across the chapters in physical science in grade V.

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ResultsSPS in TP Activities in Grade III-V

Process skills

Types of skills Frequency & Percentages of SPSsGrade-3 Grade-4 Grade-5

frequency % frequency % frequency %

BSPS 1.Observing 42 29 24 22  37 292.Classifying 4 3 7 6  1 13.Measuring 0 0 4 4  5 44.Predicting 15 10 6 6  11 95.Infering 36 24 20 18  17 136.Communicating 36 24 41 37  33 26

7.Space-Time Relationships 0 0 0 0  0 0Total BSPS 133 90 102 93 104 81

ISPS 8.Formulating Hypotheses 0 0 1 1  3 29.Controlling Variables 2 1 5 4  9 710.Experimenting 1 1 1 1  3 211.Interpreting data 1 1 1 1  8 612.Defining Operationally 6 4 0 0  0 013.Formulating model 4 3 0 0  1 1Total ISPS 14 10 8 7 24 19

Total skills (BSPS & ISPS) 147 110  128  

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ResultsPattern of Science process skills across the grades

level(Grade III-V)

Observing

Classifying

Measurin

g

Predicting

Inferring

Communicating

Space-Tim

e Relationships

Formulating Hypotheses

Controllin

g Variables

Experim

enting

Interpreting data

Defining Operationally

Formulating m

odel0

10

20

30

40

50

Grade- 3Grade-4Grade-5

Per

cent

-ag

es

Process skills

SPS does not hierarchically exist within the three grade levels.

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Results Grade wise pattern of distribution

of Science Process Skills(BSPS and ISPS)

Grade-III GradeIV GradeV0%

2000%

4000%

6000%

8000%

10000%

BSPSISPS

90% 93%81%

10% 7% 19%

ISPS were not increasingly promoted from grade3-5. Overall, a pattern of emphasizing the BSPS in all grades and the ISPS are less emphasized in the TP activities

The SPS (BSPS and ISPS) Involvement in the TP, Text Book and Curriculum

Grade Chapter Name of the Document

Science Process skills(SPS)BSPS ISPS

O Cl M P I Com STR

FH CV Exp Id DO

Fm

3

Water TP 23 3 - 9 20 20 - - 1 - - 3 4TB 3 - - - 1 2 - - - - - - -CURRI - - - - 1 6 - - - 5 - - -

Air TP 19 1 - 6 16 16 - - 1 - 1 4 -TB 2 - 1 - 3 1 - - - - - - -CURRI. - - - - 2 4 - - - 2 - - -

4

Electric Energy TP 7 2 - 1 6 11 - - 1 - - - -

TB - - - - - - - - - - - -CURRI - - - - - 4 - - - - - - -

Heat Energy TP 8 - 4 5 9 16 - 1 2 1 1 - -TB 4 - 1 2 4 3 1 - 1 - 1 - -CURRI 2 - - - 7 8 - - - 1 - - -

Sound Energy TP 9 5 - - 5 14 - - 2 - - - -TB 7 - - - 3 1 - - 2 - - - -CURRI - - - - - 4 - - - - - - -

5

Matter TP 6 - 3 5 5 5 - - 3 - 6 - 1TB 4 - - - 2 2 - - - - - - -CURRI 1 - - - - 4 - - - 2 - - -

Classification of Matter

TP 12 - - 2 7 14 - - - - - - -TB - - - - - 4 - - - - - - -CURRI 1 3 - - - 2 - - - - - - -

Energy TP 19 1 2 4 5 14 - 3 6 3 2 - -TB 2 - - - 4 - - - 1 - - - -CURRI - 2 - - 1 17 - - - 2 - - -

26

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Conclusion Among the 13 SPS examined in this study for this research, 12 were found

in the TP activities . There is no space for time-space relationship in Physical Science in any grade level.

Only BSPS Observing, communicating, inferring and predicting are mostly involved in the activity in all grade levels. Other BSPS and integrated science process skills (ISPS) were less emphasized.

There are no learning hierarchy of SPS reflected with in the TP activities of the elementary grade levels. A pattern of emphasizing the BSPS in the activities all grade while less emphasis were given in the ISPS the activities studied.

When these TP activity analysis results regarding BSPS and ISPS were compared with curriculum and textbook. It was found that both text book and curriculum failed to include most of the BSPS and ISPS. Although, TP activities included more BSPS and ISPS than the curriculum and text book but TP still failed to include or less emphasized some important BSPS and ISPS . This might be due to the lack of contents and activities in the textbook and curriculum that cause those problems. Because, TP developed based on the text book contents.

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Recommendations• More SPS related contents and activity needs to be added to the

science TP at all levels in order to help students to be developed SPS.

• TP activity should promote the hierarchy of process skills.TP activities in the grade three should focus more on basic skills. Similarly, TP activities of the grade four and five should focus more on promoting integrated skills.

• Curriculum developers, textbook writers, teachers, Teaching Package and other Teacher’s Guide developers should also address this concern.

• And its implementation in the relevant areas of primary teacher’s professional development following initiatives can be taken such as Subject based training ,Sub-cluster training, Lesson study .

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References

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End of PresentationThank you for your attention!Welcome Questions and Comments