The scientifically literate person uses processes of science in solving problems, making decisions, and furthering understanding of society and the environment.
Complex or integrated processes include those which are more basic. Intellectual skills are acquired and practised throughout life so that eventually some control over these processes can facilitate learning. This can provide information processing and problem solving abilities that go beyond any curriculum.
Process skills such as accessing and processing information, applying knowledge of scientific principles to the analysis of issues, identifying value positions, and reaching consensus are believed to include the more basic processes of science.
The basic processes of science are:
Classifying is a systematic procedure used to impose order on collections of objects or events.
Example:
Objects can be grouped in a variety of ways, such as by size, shape, or colour.
Communicating is any one of several procedures for transmitting information from one person to another.
Example:
Writing reports, or participating in discussions in class are examples of communicating.
C3 observing and describing D(K-12) This is the most basic process of science. The senses are used to obtain information about the environment.
Example:
Writing reports, or participating in discussions in class are examples of communicating.
C4 working cooperatively D(K-12)
This involves an individual working productively as a member of a team for the benefit of the team's goals.
Examples:
Students record the weather conditions which are prevalent each morning at 9:00 A.M.During an investigation, a student writes a paragraph recording the progress of a chemical reaction between hot copper metal and sulphur vapour.
An instrument is used to obtain a quantitative value associated with some characteristic of an object or an event.
Example:
The length of a metal bar can be determined to the nearest millimetre with an appropriate measuring device.
C6 questioning P(K-1), D(2-12)
It is the ability to raise problems or points for investigation or discussion.
Example:
A student should be able to create directed questions about observed events. When migratory birds are observed, questions such as, "Why do birds flock to migrate?", "Do some birds migrate singly?", and "How do birds know where to go?" should direct further inquiry.
C7 using numbers P(K-1), D(2-12)
This involves counting or measuring to express ideas, observations, or relationships, often as a complement to the use of words.
Example:
One orange had seven seeds in it, while another orange had no seeds.
C8 hypothesizing P(1-2), D(3-12)
Hypothesizing is stating a tentative generalization which may be used to explain a relatively large number of events. It is subject to immediate or eventual testing by experiments.
Example:
Ask students to explain what they think might happen to a plant if it is placed in a dark place for several days. Then ask them to explain how to design and conduct experiments to test their explanations.
It is explaining an observation in terms of previous experience.
Example:
Because clay is a less permeable material, puddles of water do not soak away as quickly on clay soil as they do on sandy soil.
C10 predicting P(1-2), D(3-12)
This involves determining future outcomes on the basis of previous information.
Example:
Anticipate whether or not it is likely to rain later in the day based on current cloud conditions.
C11 controlling variables P(1-2), D(3-12)
Controlling variables is based on identifying and managing the conditions that may influence a situation or event.
Example:
In order to test the effect of fertilizer on plant growth, all other factors which may be important in plant growth must be identified and kept similar so that the effect of the fertilizer can be seen.
C12 interpreting data P(2), D(3-12)
This important process is based on finding a pattern in a collection of data. It leads to a generalization.
Example:
The grass under a rug which is thrown on a lawn turns yellow. Removing the rug will eventually allow the grass to become green again. One might infer from the observations that a lack of light, or an increase in pressure on the plants, caused them to turn yellow.In a different experiment, leaves turn yellow when a plant is kept in the dark. The leaves on a similar plant kept in the light remain green. From this, one might suppose that these is a link between the amount of light a plant receives and the colour of its leaves. A piece of clear plexiglass can then be placed on the lawn to see if pressure alone will cause plants to turn yellow.
C13 formulating models P(2-6), D(7-12)
Models are used to represent an object, event, or process.
Example:
The globe is a model of the Earth.
C14 problem solving P(2-8), D(9-12)
Scientific knowledge is generated by, and used for, asking questions concerning the natural world. Quantitative methods are frequently employed.
Example:
A student sees a bat one evening and cannot remember ever seeing one during the day. A question arises: "Why is it that I have never seen a bat before dark?" This leads to a series of investigations and research in an attempt to find the answer to the question.
It is examining scientific ideas and concepts to determine their essence or meaning.
Example:
Groups of students observe satellite weather images. Each group tries to develop a forecast based on the satellite images and their knowledge of weather patterns, the characteristics of weather systems, the motion of weather systems, and so on.
C16 designing experiments P(3-8), D(9-12)
Designing experiments involves planning a series of data-gathering operations which will provide a basis for testing a hypothesis or answering a question.
Example:
Automobile manufacturers test seat belt performance in crash tests.
C17 using mathematics P(6), D(7-12)
When using mathematics, numeric or spatial relationships are expressed in abstract terms.
Example:
The area of a rectangular surface can be found by multiplying the length by the width.
C18 using time-space relationships P(6-7), D(8-12)
These are the two criteria used to describe the location of things or events.
Example:
The position of a star on any given date can be determined from astronomical reference tables.
C19 consensus making P(6-8), D(9-12)
Consensus making is reaching an agreement when a diversity of opinions exist.
Examples:
Discussion of disposal of toxic waste, based on student research, gives students a chance to evaluate information.Scientists were initially divided regarding the cold fusion debate. They held conferences but were still unable to agree on this issue. Further experimental results were needed.