1. 1 Process Skills of Science and Mathematics

2. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i2MSC Science Academy Goals o Construct an understanding of the process skills of science and mathematics and the central role these skills play in the learning of concepts. o Identify the developmental levels of the process skills and redesign science and mathematics activities to promote students’ continuing development of these skills. o Understand how inquiry-based teaching strategies can help students develop abilities to do inquiry, and subject matter knowledge

3. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i3MSC Science Academy Interweaving Process and Content ProcessContent

4. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i4MSC Science Academy Take Home Messages 1. Students use process skills to build a conceptual understanding of science and mathematics content. 2. Students of all ages use all of the process skills. Each skill can be practiced at simple and increasingly complex levels. 3. Process skills are not used separately but as intertwined, coherent sets of skills. 4. Teachers can redesign activities to help students develop stronger process skills.

5. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i5MSC Science Academy Exploring Process Skills The Process Skills Circus

6. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i6MSC Science Academy Part 1: Identifying Process Skills Science Observing Raising Questions Planning and Investigating Making Predictions Formulating Explanations Analyzing Data Communicating Mathematics Problem Solving Reasoning and Proof Communication Connections Representations

7. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i7MSC Science Academy Process Circus Task Instructions 1. Find the set of instructions written on a card. 2. Follow the instructions. 3. Record the main process skill you used to carry out the directions in the underlined sentences of each task on the chart. 4. Move on to another station.

8. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i8MSC Science Academy Process Skills Identification Process SkillCandleVelcro Hinged Mirrors Can of IceWet Paper Toy Surfaces SCIENCE 1.2.3.4.5.6. Observing Raising Questions Planning Investigations Making Predictions Formulating Explanations Analyzing Data Communicating

9. Process SkillPainting CubesArea of an Octagon MATH 1.2. Problem Solving Reasoning and Proof Communication Connections Representation Process Skills Identification 10MSC Science Academy

10. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i10MSC Science Academy Wall Chart Small Group Discussion What Process Skills did we use? Discuss what you identified as the main process skill at each station, noting areas of agreement and disagreement.

11. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i11MSC Science Academy Wall Chart Getting ready for Large Group Discussion Look over your charts and then mark the appropriate box on the Wall Chart. Each team will use a different color marker. Let’s discuss similarities and differences.

12. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i12MSC Science Academy Wall Chart Discussion Process Skill CandleVelcro Hinged Mirrors Can of Ice Wet Paper Toy Surfaces SCIENCE 1.2.3.4.5.6. Observing Raising Questions Planning & Investigating Making Predictions Formulating Explanations Analyzing Data Communicating Process Skill Painting Cubes Area of an Octagon MATH 1.2. Problem Solving Reasoning and Proof Communication Connections Representation

13. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i13MSC Science Academy Candle

14. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i14MSC Science Academy What process skill would you use to carry out the directions in the underlined sentences? Draw what you think the candle will look like when it’s lit. Put labels on your drawing. Now light the candle. Draw it again. What’s different from your first drawing? Are there any details in this drawing that weren’t labeled in the first drawing? 1. Candle

15. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i15MSC Science Academy Velcro

16. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i16MSC Science Academy 2. Velcro What process skill would you use to carry out the directions in the underlined sentence? Put two pieces of Velcro together. Try to part them. Try putting the pieces reversed, then crossways. Make a series of drawings to show your ideas and findings about how Velcro works.

17. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i17MSC Science Academy Hinged Mirrors

18. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i18MSC Science Academy 3. Hinged Mirror What process skills would you use to answer the underlined questions? Place the penny between the upright hinged mirrors so that reflections of the coin can be seen. Adjust the angle to 120 degrees and count the reflections. Repeat for angles of 30 degrees and 90 degrees. A: Can you identify a pattern in the relationship between images and angles? If so, what is it? B: Based on the patterns you observed, how many images would you expect to get at 60 degrees?

19. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i19MSC Science Academy Can of Ice

20. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i20MSC Science Academy 4. Can of Ice What process skill would you use to carry out the directions in the underlined sentence? Fill the can approximately halfway with ice cubes. Look at the outside of the can. Write down as many possible explanations as you can of what you see. Before you leave, empty the ice into the original container and wipe off the can.

21. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i21MSC Science Academy Wet Paper

22. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i22MSC Science Academy 5. Wet Paper What process skill would you use to answer the underlined question? Take a strip of paper and hold it vertically with one end in the water. Watch what happens for about a minute. Given your observations, what more do you want to know?

23. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i23MSC Science Academy Toy on Different Surfaces

24. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i24MSC Science Academy 6. Toy on Different Surfaces What process skill would you use to carry out the directions in the underlined sentences? Suppose you were doing an investigation to find out whether the kind of surface on which a windup toy is put makes a difference in how far the toy moves. Before doing the investigation, determine the following: ■ What will be changed? ■ What will be kept the same? ■ What will be measured?

25. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i25MSC Science Academy Area of An Octagon Find the area of the regular octagon below if each side equals to 3 meters. Describe your method. What process skill would you use to answer the underlined section.

26. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i26MSC Science Academy Painting Cubes What process skill would you use to answer the underlined section. How many unit cubes are in this package? Suppose that the 6 sides of this package were completely covered with red paint. How many of the cubes would have 0 faces painted? How many of the cubes would have 4 faces painted?

27. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i27MSC Science Academy Mini Pause Point Why is it important for teachers to have a deep understanding of process skills? What is the most effective way for students to practice process skills?

28. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i28MSC Science Academy Why is it important for teachers to have a deep understanding of process skills? Teachers need to have an understanding of process skills so that they can identify where students are in their development of each skill in order to focus on helping them strengthen particular skills within inquiry-based learning activities.

29. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i29MSC Science Academy What is the most effective way for students to practice process skills? Process Skills are not practiced discretely in the classroom: Someone who is observing, for example, may be making predicting and thinking of possible explanations based on the observations, virtually simultaneously. Pulling the skills apart and distinguishing them from one another can prove tricky. In actual practice, what we call process skills are not individual skills but combinations, or blends, of several skills.

30. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i30MSC Science Academy Part II How Students Use Process Skills

31. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i31MSC Science Academy Observing Process Skills in Action Observing When observing, learners are: identifying differences and similarities between objects or materials using tools or instruments as necessary to extending the range of the senses distinguishing from many observations those which are relevant to the problem at hand

32. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i32MSC Science Academy Observing Process Skills in Action Questioning When questioning, learners are: readily asking a variety of questions about phenomena recognizing differences between questions that can and cannot be answered by investigation

33. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i33MSC Science Academy Observing Process Skills in Action Formulating Explanations When formulating explanations, learners are: attempting to give explanations which are consistent with evidence or with ideas from prior experiences showing that they are aware that there may be more than one explanation that fits the evidence

34. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i34MSC Science Academy Observing Process Skills in Action Making Predictions When making predictions, learners are: making use of evidence from experience or a possible explanation in forecasting the outcome of a specific future event using patterns in information or observations in forecasting outcomes of specific events that go beyond the data (extrapolations)

35. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i35MSC Science Academy Observing Process Skills in Action Planning Investigations When planning investigations, learners are: for a fair test, identifying the variable that has to be changed, the things that should be kept the same, and what to look for or measure to obtain a result in an investigation comparing what they actually did with what they planned

36. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i36MSC Science Academy Observing Process Skills in Action Analyzing Data When analyzing data, learners are: discussing what they find in relation to their initial questions identifying patterns or trends in their observations or measurements and noticing related changes

37. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i37MSC Science Academy Observing Process Skills in Action Communicating When communicating, learners are: using drawings, writing, models, and paintings to present their ideas, and using tables, graphs, and charts to record and organize results choosing forms for recording or presenting results that are appropriate for the type of information collected and presented, and appropriate for the audience

38. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i38MSC Science Academy Part 3: Helping Develop Process Skills

39. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i39MSC Science Academy Why do water drops appear on the outside of a can filled with ice ? Read: “Student Learning: Condensation” Identify the Process Skill on your card that was used by the students and cite (quote) evidence directly from the reading.

40. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i40MSC Science Academy As students develop and…understand more science concepts and processes, their explanations should become more sophisticated… frequently reflecting a rich scientific knowledge base, evidence of logic, high levels of analysis, and greater tolerance of criticism and uncertainty. National Research Council. National Science Education Standards. Washington, DC: National Academy Press, 1996

41. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i41MSC Science Academy Levels of Process Skills Now we are going to increase the depth of understanding of the Process Skills. Modify your activity by changing the instructions. You may add sentences, a new material, and/or you may redesign the activity completely.

42. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i42MSC Science Academy Modifying Activities You may: Add instructions to this activity. Change the prompts that already exist. Redesign the activity.

43. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i43MSC Science Academy Group Reports Tell how you changed the activity Which process skills did you use this time….that you did not use before.

44. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i44MSC Science Academy Take Home Message 1 Students use process skills to build a conceptual understanding of science and mathematics content.

45. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i45MSC Science Academy Take Home Message 2 Students of all ages use all of the process skills. Each skill can be practiced at simple and increasingly complex levels.

46. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i46MSC Science Academy Take Home Message 3 Process skills are not used separately but as intertwined, coherent sets of skills.

47. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i47MSC Science Academy Take Home Message 4 Teachers can redesign activities to help students develop stronger process skills.

48. I N S T I T U T E F O R I N Q U I R Y: www. e x p l o r a t o r i u m. e d u / i f i48MSC Science Academy This material is based on work supported by the National Science Foundation under Grant No. EHR- 0314914. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the views of the granting agency.