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ERIC Number: ED360185
Record Type: Non-Journal
Publication Date: 1992-Oct
Pages: 8
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Science Process Vocabulary: Our Failure To Communicate.
Follette, Everette; Smith, Marian
When teachers search the literature for activities they can do with their students, they are exposed to science process vocabulary that is improperly used and ambiguous in meaning. This is particularly so with the science process skills of observing, inferring, and hypothesizing. This study examines the process understanding of science teachers at various levels in order to see if concerns about their misunderstandings are warranted. To accomplish this goal the Science Process Questionnaire (SPQ) was developed for assessing each teacher's understanding of science processes of observing, inferring, and hypothesizing. The SPQ was administered to 1,378 teachers in 12 states. Total percentage scores (average percentages of correct scores in response to observation inference, and hypothesis statements) are reported: preservice elementary teachers (67%), elementary teachers (70%), preservice secondary teachers (72%), secondary teachers (69%), and college science and science education teachers (77%). Ranges of percentages of correct scores were 84%-93% for observation statements, 59%-77% for inference statements, and 57%-74% for hypothesis statements. (PR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A