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DESIGN AND

IMPLEMENTATION OF
REMEDIAL TEST FOR
SCIENCE PROCESS SKILLS

PRESENTED BY,

PPPP

SOORYA JAYAN

Science process skills

The science process skills are the tools of learning science.

Science process skills

Basic science process


skills
Observation
Classifying
Measuring
Communicating

Integrated science process


skills
Formulating Hypotheses
Identifying of Variables
Inferring
Experimenting
Formulating Models

OBSERVING
Use your senses to determine the properties of

an object or event.
You must pay close attention to everything around you and
sometimes use instruments to assist you with your
observations.
USE ONE OR MORE OF YOUR 5 SENSES
SEEING

HEARING

TOUCHING

SMELLING

TASTING

CLASSIFYING
We classify when we use
observations to group objects or
events according to similarities
and differences.
One category
Two categories
Many categories

Producers

Consumers

MEASURING
You use the skill of estimation,
describe and record appropriate units
of measurement (quantitative
measurement) and make relationships
between time and space.

COMMUNICATING
We communicate when we give or receive information. Use
written and spoken words, graphs, tables, diagrams, and
technology presentations to share and explain ideas and
information.

COMPARING
Identify common and distinguishing
characteristics of objects or events.

INFERRING
We infer when we use our past experiences to
draw conclusions and make explanations about
events not directly observed.

It looks like water.


It feels like water.
It pour like water.

EXAMPLES
Observations
That plant is extremely

wilted.

Inferences
That plant is extremely wilted

due to a lack of water.


The car stooped running

The car stopped running


The Titans are leading

their division

because it was out of gas.


The Titans are leading their

division because they are


playing well right now

COLLECTING, RECORDING, AND


INTERPRETING DATA
Gather and organize data in order to make it understandable
(sense of), meaningful, and to find patterns that lead to
inferences, predictions, and
hypothesis.

HYPOTHESIS
Form and make suggested solutions to a problem;
from observations or events.
You will state in writing or verbally your solution
or explanation as the expected outcome of an
Experiment.Worded as an IF.THEN statement.

IDENTIFYING AND CONTROLLING


VARIABLES
Be very specific in identifying the factors and / or
control the factors that might be expected to
affect the outcome of an experiment.
You will select the variables to be manipulated
and / or held constant.

EXPERIMENTATION
Write the step by step procedures (instructions).
These procedures will assist in determining
(decide) if your tested hypothesis is correct or
incorrect based upon manipulation of materials.

ANALYSE
Study the results / data of your experiment or
investigation carefully.

MAKING AND USING MODELS


You are developing a copy representing the
real world application youre studying.
This will allow you to understand how systems
work and how they are constructed. Models can be
a painting, a drawing, or a diagram.

STUDENT ASSESSMENT METHODS


Although many people equate assessment with
testing, in reality, assessment involves far more
than merely giving tests. To assess students is to
collect information about their performance. It is
an integral part of the teaching and learning
process. The goal of education is to produce or
facilitate changes in learners.

Teachers assess students performance by


1. Observing Students
Structured observations
Narratives
Informal observation

2. Asking Students
Interviews
Self-assessments

3. Looking at Students Work


Open-ended questions
Performance tests/tasks
Journals
Exhibitions/projects/culminating demonstrations
Portfolios

PERFORMANCE TEST
Performance test is a tool to assess science
process skills in students. Although many
achievement objectives can be assessed with
paper-and-pencil tests, there are other objectives
which are more appropriately assessed by having
students actually demonstrate their competence.
In performance test the students science process
skills are assessed by having the student perform
tasks rather than take a paper-and-pencil test.

Performance TestElectricity
Test questions to students: You are a scientist working
for a large computer company. Your assignment is to
investigate electricity.
1. Make an electrical circuit using all the items on the table
(battery, wire, light bulb, switch).
2. Quickly draw a simple picture of your circuit in the space
below.
3. Did you build a complete circuit? Yes_____ No______
4. Explain how you know.
5.
Open Bag A. Use the clip and lead to make an electrical
tester. Test each of the items in Bag A with your circuit.
Place an X on the chart under the appropriate column to
show what happened when each item was tested.
6.
How are the items that conduct electricity alike?
7.
How are the items that do not conduct electricity alike?

BAG A Items
Plastic Spoon
Steel Washer
String
Penny
Nail
Rubber Band

Conducts
Electricity

Does Not Conduct


Electricity

REMEDIAL EDUCATION
Remedial education is education designed to assist students
in order to achieve expected competencies in core academic
skills such as literacy and numerical.
Remedial Therapy focuses on skills rather than on content.
Help is offered to pupils who need assistance.
These are often children who function at a lower than average
level because of a certain learning- or behavioural
problem/disorder, but it can also be offered to pupils who
achieve at a higher than average level, they too can do with the
extra attention and care.

STEPS TO IMPLEMENT REMEDIAL TEACHING


Subject the students for performance test.
Analyze the result.
Remediation for weaker students.
Remedial activities involves the following activities
Participation in activity oriented science learning.
Participation in laboratory section (mini lab at
school)
Engaged students in science process
puzzle( process skill indirectly activated)
Promote Higher Order Thinking activity.
Participate in project activity.
Creative science learning events. e.g: games,
drama.
Field visit, science exhibition
Active participation in science process skill.
All these led to enrichment of process skill thereby
increased process skill can be assessed with reperform test.

UNIVERSITY QUESTIONS

1. Explain science process skills. Illustrate how would you

equip your student with science process skills through our


class room teaching?
(April 2010)
2. Distinguish between observation and inference.
(April
2010)
3. Give any two learning experience to develop the science
process skill- communicating among your students.
(April
2010)
4. Distinguish between observation and experiment.
(April
2011)

5. Write any eight process skills in science.

(April 2012)
6. Identify any four process skills that can be developed
in students while teaching thrust and Pressure.
7. What are the process skills to be developed among

your students through the teaching of any one of the


topics? What learning experience would you provide
for the same? Write four test items you would use to
assess your student process skills.
a)time-position graph
b)carbon dioxide
(April
2010)