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 CHAPTER 4
The Teaching of Science in the Elementary
Grades
(Science Process Skills)

Intended Learning Outcome (ILO):

At the end of the unit, the pre-service
teacher (PST) must have elucidated on the basic
processes that form the foundation for scientific
investigation and the integrated processes that form the method of actual scientific inquiry
(BTI 1.1.1; 1.2.1; CLO A )

Preparation

Teaching science is one of the most interesting tasks of an elementary

teacher. With the science contents that you know, how will you teach
these to children in the elementary level? Science learning should be fun
and challenging. There are strategies and methods that are appropriate

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for the subject matter you will teach. You will make the learners have

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their minds on and hands on together.

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Do you think you can make your learner be excited to learn science? Let’s explore
first.

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Presentation rs e
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The Science Processes
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Cognizant of one of the goals of

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science teaching which is to

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develop the skill in the use of the

science processes. The following processes are highly considered
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in planning and conducting science lessons and accompanying

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activities. They are:

For the lower elementary level, the basic processes are:

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Observing Classifying Comparing Measuring

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For the higher grades an on to the secondary level, they are:

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Inferring Predicting Controlling Variables Interpreting data

Formulating hypothesis Formulating Conclusions

Basic skills Definition

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 Observing Noting the properties of objects and situations using the five
senses

Classifying Relating objects and events according to their properties or

attributes

Space/time Visualizing and manipulating objects and events, dealing with

relations shapes, time, distance, and speed

Using numbers Using quantitative relationships, for example, scientific notation,

errors, ratios, precision. etc

Measuring Expressing the amount of an object or substance in quantitative

terms

Inferring Giving an explanation for a particular object or event

Predicting Forecasting a future occurrence based on past observation or the

extension of data

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Integrated

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skills

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Defining Developing statements that present a concrete description of an
operationally object

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Formulating rs eConstructing images, objects, or mathematical formulas to
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models explain ideas

Controlling Manipulating and controlling properties that relate to situations or

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variables events for the purpose of determining causation

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Interpreting data Arriving at explanations, inferences, or hypotheses from data that

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have been graphed or placed in a table

Hypothesizing Stating a tentative generalization of observations or inferences

that may be used to explain a relatively larger number of events
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but that is subject to immediate or eventual testing by one or

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more experiments

Experimenting Testing a hypothesis through the manipulation and control of

independent variables and noting the effects on a dependent
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variable
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ENHANCING HIGHER-ORDER THINKING SKILLS

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Thinking skills are natural for every learning activity.

Mere recall of facts and information is of little value to
students, rather they must be trained in the use of thinking
skills. In actual life situations, such thinking skills are used
to apply knowledge gained in solving problems, making
decisions, and generating ideas. To date, there is heightened awareness and interest among
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 educators on the need to help students how to think and ultimately learn how to learn.
Thought processes are considered of far more importance than the knowledge itself.

The teacher should have a sound knowledge of what thinking is and the nature of
human discourse in the process of learning to think.

I. DEFINITION

Thinking is a process involving such mental operations as induction, deduction,

classification, and reasoning.

Thinking is the ability to criticize and to reach conclusions based on sound

inference or judgment.

Higher-order thinking tends to be complex, yields multiple situations and

involves application of multiple criteria. It includes elements of uncertainty and self-

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regulation of the thinking process. (Arrend 1995)

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II. CLASSIFICATION

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Arrend classifies thinking skills into the following:

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A. Inferential thinking rs e
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1. Formulating inferences
2. Observing relationships
3. Drawing conclusions and generalizations
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B. Critical thinking
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1. Analysis
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2. Evaluation
C. Creative thinking
1. Synthesis
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2. Fluency and flexibility

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3. Originality
4. Imagination
D. Combinations of thinking skills
1. Problem-solving
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2. Decision-making
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Inferential thinking refers to the ability to form ideas based on observations. Clues
are put together in order to understand information that is not directly stated, but implied.
An inference may be an explanation of an observation. It sometimes ends as a conclusion.
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Observing relationships enables one to perceive similarities or differences in ideas or

objects.

A conclusion is a statement or decision based on evidences on hand. Generalizing

entails grasping an overall meaning from a number of conclusions.

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 Critical thinking is the process of mentally acting on something that already exists by
interpreting, analyzing, or evaluating it in some ways. It is reasonable reflective thinking
that is focused on deciding what to believe or do.

Analysis is the act of critically examining. Evaluation includes questioning and

making judgments based on existing information.

Creative thinking unlike critical thinking, leads to the development of new and
unusual ideas.

Creativity refers to one’s ability to originate solutions, try new procedures, or arrive
at unique designs.

Synthesis means combining simple ideas or elements into larger concepts.

Fluency is the skill of generating many ideas, flexibility is the creation of ideas that fit
into many different categories.

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Imagination enables one to create a mental picture of a thing that is not present at

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the moment and originality is the ability to produce unique responses.

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Problem-solving basically consists of a) identifying a problem, b) forming hypothesis,
c) testing the hypothesis, and d) forming conclusions. Decision making involves the

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following steps;
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a. Identifying a goal
b. Collecting relevant data
c. Identifying alternatives
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d. Analyzing the alternatives

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e. Choosing the best alternatives

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III. STRATEGIES FOR DEVELOPING HIGHER-ORDER THINKING SKILLS

Certain teacher behaviours enhance higher-order thinking such as:

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1. Questioning technique. There are types of questions that help students gather
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meaningful information and process them in order to arrive at ideas that can be
applied to new situations. Questions of the how and why types sharpen their
reasoning power. Open-ended questions and divergent questions require from
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students greater response and provide creative insights compared to those that
simply require recall or memorization of facts. Sufficient wait time after posing the
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proper question gives students time to think about possible answers.

2. Discussion format. The teacher acts as a discussion leader. She can create a
conducive atmosphere that could enhance higher-order thinking skills by allowing
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free discussions. Greater interaction in the classroom is facilitated. Small group

discussions encourage focused thinking about particular topic, resulting in high level
arguments.

3. Problem-solving approach. Various type of thinking skills can be developed when

students are confronted with a problem or a situation that needs immediate solution.
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 They are required to gather facts about the situation and determine additional
information needed. In so doing they suggest alternative solutions and test which
solution is most appropriate. Their abilities to weigh evidences, analyze recorded
observations, and arrive at conclusions are enhanced greatly.

4. Creative thinking activities. Activities such as brainstorming, simulation and role-

playing stimulate students to come up with original, unique and new ideas.
Brainstorming generates many ingenious ideas out of the student’s own imagination
and style of reasoning. Simulations involve students in creating real life situations
wherein they play of their own choice. Role-playing is a way wherein a student
assumes the role of another person in order to understand one’s feelings. This
method can develop communication skills, creative thinking processes, and
clarification of values.

5. Tests and evaluate instruments. Evaluation procedures should require analysis

and interpretation of information rather than the traditional recall type of
assessment. A holistic approach to evaluation considers not only acquisition of

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knowledge but the development of inquiry skills and scientific attitudes as well.

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6. Modelling strategies. The teacher herself can demonstrate the higher-order

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thinking skills by using common everyday problems and exhibiting her own way of

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responding in a very scientific manner. She should be able to share with the students
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the steps involved in critical thinking.
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INQUIRY-BASED SCIENCE
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There are many strategies in the use of inquiry-based science. Below are some
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examples. Inquiry-based science involves learners to do science when given the

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opportunities to explore possible solutions, make explanations for the phenomena under
study, elaborate explanation on the concepts and processes and make assessment of how
these are understood based on available evidences.
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Here are some of the strategies that are influenced by inquiry-based science.
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 5 E’s Model in Science Teaching

 Engage – the hook, Motivation, trigger questions

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 Explore – science activities of learners as guided by teacher

 Explain – learners provide explanation of what they have done
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 Elaborate – further explanation is made

 Evaluate – feedback or assessment plus reflection

 Q-M-S Strategy
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 Q – question on problem
 M – means or how the plan will be carried out
 S – solution

 3E-P Exciting Examples of Everyday Phenomena

 4 As in Science Teaching
 ASK question
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  Conduct ACTIVITY
 ANALYZE the data
 APPLY the science concepts in similar/related situations
 Use of Discrepant Event (POE-E)
 Prediction – What do you think will happen?
 Observe – What did you observe?
 Explore – Find solution to the problem
 Explain – Describe what do you think happened in words and pictures?

Practice
Take-Away Entry # 07
Let’s PROCESS These!

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Name: ______________________________ Course/Yr/Sec: ________________

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Date: ___________________ Score: ________

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Let us check what you have learned from this lesson. Answer each item with either
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YES or NO by ticking on the corresponding box of your choice. If your answer is YES, explain
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why. If NO, justify your answer by writing on the columns provided.
Indicators Yes No WHY?
1.) In teaching science, is it
appropriate to make learners master
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and practice the basic science

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processes first?
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2.) Does teaching the basic science

processes require sophisticated
laboratory equipment?
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3.) Are all science activities called

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experimenting?

4.) Will teaching science in the

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elementary grades provide a good

foundation for learning science in the
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higher grade levels?

5.) Is there only one method of
teaching science?
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6.) Are higher order thinking skills

developed if one teaches the
integrated science skills?

7.) Does inquiry-based science

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 approach include always asking
questions?

8.) Does science learning in the lower

grade also lead to discovery?

9.) Will learning the content and the

processes of science make you
prepared teachers in the future?

10.) Do you like to teach learners in

elementary science?

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