ISSN: 2226-6348
Open access
Children must be scientifically knowledgeable to succeed in an increasingly technology society. Therefore, the science curriculum is designed to educate pupils in science so they can become scientifically literate. Science Process Skills (SPS) are essential to solve problems or make decisions systematically. Pupils that actively participate in science learning by utilising process skills, conversations, and experiments attain a greater level of meaning and dispel stereotypes about rote learning. Thus, this study focuses on the dominant of SPS practised by pupils’ during teaching and learning of a science in elementary school based on classroom assessment. The triangulation for a qualitative method is employed and analysed using NVIVO 12 Plus software. Data were gathered from six teachers and twelve fifth-grade pupils selected purposively. The findings show three themes related to the dominant of pupils’ science process skills for: i) Pupils most favourite SPS, ii) The easiest SPS and iii) Frequency of pupil using SPS in Science lesson. As a conclusion, based on their responses and sharing session during the interview, the majority of pupils consider that observation skills are the most dominant SPS in comparison to other skills. To determine the impact on student learning, additional study on the relationship between the dominant SPS and the level of pupil understanding in Science learning should be conducted.
Amnah, R., Rauf, A., Rasul, M. S., Mansor, A. N., Othman, Z., & Lyndon, N. (2013). Inculcation of Science Process Skills in a Science Classroom. 9(8), 47–57. https://doi.org/10.5539/ass.v9n8p47
Balanay, C. A. S. (2013). Assessment on Student s ’ Science Process Skills?: A Student- Centred Approach. 3(1).
Darmaji, D., Kurniawan, D. A., & Irdianti, I. (2019). Physics education students ’ science process skills. 8(2), 293–298. https://doi.org/10.11591/ijere.v8i2.28646
Duruk, U., Akgün, A., Do?an, C., & Gülsuyu, F. (2017). Examining the Learning Outcomes Included in the Turkish Science Curriculum in Terms of Science Process Skills?: A Document Analysis with Standards-Based Assessment. 12(2), 117–142.
Ghazi, S. R., & Ullah, K. (2015). Concrete Operational Stage of Piaget’s Cognitive Development Theory?: An Implication in Learning General Science. Gomal University Journal of Research, 31(1).
Hafizan, E., Shahali, M., & Halim, L. (2010). Development and validation of a test of integrated science process skills. 9, 142–146. https://doi.org/10.1016/j.sbspro.2010.12.127
Joseph, K., Cecilia, O., & Anthonia, N. (2017). Development of Science Process Skills among Nigerian Secondary School Science Students and Pupils?: An Opinion (Vol. 1, Issue 2).
Malik, S. A. (2017). Revisiting and re-representing scaffolding?: The two gradient model. Cogent Education, 22(1). https://doi.org/10.1080/2331186X.2017.1331533
Mat, H., & Mustakim, S. S. (2021). The Effectiveness of Virtual Learning to Enhance Higher Order Thinking Skills in Year 5 Students. International Journal of Academic Research in Business and Social Sciences, 11(6), 57-63.
Ongowo, R. O. (2017). Secondary School Students ’ Mastery of Integrated Science Process Skills in Siaya. 1941–1956. https://doi.org/10.4236/ce.2017.812132
Rustan, N. A., Winarni, R., & Yamtinah, S. (2020). Analysis of Science Process Skill on Science Learning in Primary School. 397(Icliqe 2019), 801–808.
Tilakaratne, C. T. K., & Ekanayake, T. M. S. S. K. Y. (2017). Achievement level of Science Process Skills of Junior Secondary Students?: Based on a Sample of Grade Six and Seven Students from Sri Lanka. 12(9), 2089–2108.
Wood, K., Jones, J., Stover, K., & Polly, D. (2007). STEM literacies?: Integrating reading , writing , and technology in science and mathematics. 55–63.
In-Text Citation: (Bakar et al., 2021)
To Cite this Article: Bakar, N. A., Mustakim, S. S., Hassan, A., & Razali, F. (2021). The Dominant Science Process Skills Practiced by Pupils During Teaching and Learning of Science. International Journal of Academic Research in Progressive Education and Development, 10(3), 1185–1195.
Copyright: © 2021 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode