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ERIC Number: ED235017
Record Type: RIE
Publication Date: 1979-Sep
Pages: 25
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Focus on Process Skills. Learning in Science Project. Working Paper No. 7.
Tasker, Ross; And Others
The first (exploratory) phase of the Learning in Science Project focused on science teaching/learning in the Form 1 to 4 level (ages 10 to 14) and sought to identify problems and difficulties in several areas. Provided in this paper are comments obtained during structured/unstructured interviews (from students, ex-students, teachers, headmasters, science advisers, and inspectors) and observations made by project staff related to process skills/habits. The intent in presenting these comments/observations is not primarily to provide a balanced view of the good and bad aspects of Form 1 to 4 science, but rather to open up problem issues as project staff and others see them. Comments/observations are presented in four sections: (1) views about the teaching of process skills/habits; (2) views about the acquisition of process skills/habits; (3) problems and difficulties of teaching process skills/habits; and (4) problems and difficulties students have in acquiring process skills/habits. Included are eight questions that should be considered in terms of direction for further study, covering such topics as the extent to which teachers are confused over the meaning of the term "process skills," and the identification/development of activities to enhance process habit/skill development. Also included (in an appendix) are discussions, accompanied by flow-charts, of activities/skills associated with three suggested problem-solving categories. (JN)
University of Waikato, Science Education Research Unit, Hamilton, New Zealand.
Publication Type: Reports - Evaluative; Reports - Research
Education Level: N/A
Audience: Teachers; Researchers; Administrators; Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Waikato Univ., Hamilton (New Zealand).
Identifiers: Learning in Science Project; New Zealand; Science Education Research
Note: For related documents, see ED 226 976 and ED 235 011-030.