Science Process Skills in Relation to Values Gained through Learning Science

International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume 6 Issue 1, November-December 2021 Available Online: www.ijtsrd.com e-ISSN: 2456 – 6470
@ IJTSRD | Unique Paper ID – IJTSRD49089 | Volume – 6 | Issue – 1 | Nov-Dec 2021 Page 1670
Science Process Skills in Relation to
Values Gained through Learning Science
Vasudha C R
Research Scholar, Regional Institute of Education (NCERT), Mysuru, Karnataka, India
ABSTRACT
Science is not only of acquiring knowledge about facts, theories, or
gaining text book’s theoretical generalizations. Doing Science means
applying the processes to reach the knowledge and process data. The
process of doing science should bring in holistic development of the
children including the development of values. The process of doing
science involves Science process skills. So in this study, the
researcher has attempted to find the relationship between science
process skills and science values of class 8 students in Mysuru,
Karnataka State. Research findings have shown that there is a
positive relationship between science process skills and science
values. And gender has no influence on the relationship between
science process skills and science values. The implications of the
study are discussed in this paper.
KEYWORDS: Science process skills, Science values
How to cite this paper: Vasudha C R
"Science Process Skills in Relation to
Values Gained through Learning
Science" Published
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INTRODUCTION
Science Process Skills have been defined as a set of
broadly transferable abilities, appropriate to many
Science disciplines and reflective of the behaviour of
scientists (Padilla, 1990). Science A Process
Approach (SAPA), a programme of American
Association for the Advancement of Science
(AAAS), grouped Science Process Skills into two
types—basic and integrated (Livermore,1964). The
basic process skills provide a foundation for learning
the integrated process skills. According to Lind
(1998), process skills are skills used while
considering problems and in formulation of
conclusions. These skills are used by scientists during
their work. It can be used to assist students in gaining
these important skills, thus enabling them to
understand and learn the world in which they live.
These skills are the basis for scientific thinking and
research. According to Abruscato (2000), discoveries
of scientists arise from a group of very different and
important abilities referred to as their scientific
process skills. As the goal for each individual is to be
scientifically literate, process skills occupy a
significant role. Çepni (1997) defined SPS as
facilitating basic activities in regards to learning
science, gaining research method and techniques,
helping students to be active and to make learning
permanent (as cited in Karsli & Sahin,2009). Science
Process Skills are based on scientific inquiry and
associated with cognitive and investigative skills.
Science Process Skills are scientific activities that
facilitate the meaningful understanding of ideas.
According to Ayas (2007), SPS are classified as basic
(observation, testing, classification, relating number
with space, and recording data), causal (prediction,
determination of variables, and drawing a
conclusion), and experimental (making a hypothesis,
modeling, doing the experiment, changing and testing
the variables, and making a decision). Most of the
classifications of Science Process Skills enlisted by
Nay (1971), Klopfer (1971), AAAS (1993), Harlen
and Elstgeest (1994), Longfield (2002) contain more
or less same basic and integrated skills.
Classification of science process skills as given by
SAPA is as follows. The basic processes observing,
classifying, using numbers, measuring, using
IJTSRD49089

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space/time relationships, communicating, predicting,
inferring; and the integrated processes defining
operationally, formulating hypotheses, interpreting
data, controlling variables, experimenting. Processes
in the first group, the "basic processes," are
considered for the primary grades; the second group,
the "integrated processes," are taught in intermediate
grades.
The Delor’s commission (1996) of UNESCO in its
report entitled ‘Learning: the Treasure Within’
advocates the need to cultivate core universal values
like human rights, sense of social responsibility,
social equity, democratic participation, tolerance,
cooperative spirit, creativity, environmental
sensitivity, peace, love, truth, non-violence, and so on
within the learner. Education for human values is an
important area that needs to be promoted at all stages
of education. Values are abstract and multi-
dimensional and present an ideal for the members of
the society to shape their personalities. Science offers
many opportunities for value inculcation. These
cannot be imposed, but need to be part and parcel of
the teaching-learning process. There is no need to
have a separate period for value education; teachers
can integrate values during teaching-learning of
different subjects like science, language, social
studies, mathematics, arts, crafts, and so on. For
example, during the teaching-learning of the concepts
such as the States of matter you can discuss the values
of coordination, unity, and staying togetherness based
on how the bonding and forces of attraction vary
between the molecules of the three states. Similarly,
while discussing friction, one can talk about how
reducing friction increases the efficiency of a
machine by preventing energy dissipation. In the
same way, quarrelling leads to wastage of energy and
time. Thus science offers many opportunities of value
inculcation for students.
NCF 2005 included values in the ethical validity of
the science curriculum as follows:
Science is a dynamic, expanding body of knowledge,
covering ever-new domains of experience. In a
progressive forward-looking society, science can play
a truly liberating role, helping people escape from the
vicious cycle of poverty, ignorance and superstition.
The advances in science and technology have
transformed traditional fields of work such as
agriculture and industry, and led to the emergence of
wholly new fields of work. People today are faced
with an increasingly fast-changing world where the
most important skills are flexibility, innovation and
creativity.
These different imperatives have to be kept in mind in
shaping science education. Good science education is
true to the child, true to life and true to science. This
simple observation leads to the following basic
criteria of validity of a science curriculum:
1. Cognitive validity requires that the content,
process, language and pedagogical practices of
the curriculum are age appropriate, and within the
cognitive reach off the children.
2. Content validity requires that the curriculum must
convey significant and correct scientific
information. Simplification of content which is
necessary for adapting the curriculum to the
cognitive level of the learner must not be so
trivialised as to convey something basically
flawed and/or meaningless.
3. Process validity requires that the curriculum
should engage the learner in acquiring the
methods and processes that lead to the generation
and validation of scientific knowledge and nurture
the natural curiosity and creativity of the child in
science. Process validity is an important criterion
since it helps the student in 'learning to learn'
science.
4. Historical validity requires that the science
curriculum be informed by a historical
perspective, enabling the learner to appreciate
how the concepts of science evolve over time. It
also helps the learner to view science as a social
enterprise and to understand how social factors
influence the development of science.
5. Environmental validity requires that science be
placed in the wider context of the learner's
environment, local and global, enabling him/her
to appreciate the issues at the interface of science,
technology and society, and equipping him/her
with the requisite knowledge and skills to enter
the world of work.
6. Ethical validity requires that the curriculum
promote the values of honesty, objectivity,
cooperation, and freedom from fear and prejudice,
and inculcate in the learner a concern for life and
preservation of the environment.
Rationale for the Study
Education at school level should bring in holistic
development of the individual, contributing towards
the development of a healthy society. Values are to be
inculcated among the learners to shape their
personalities. These cannot be imposed but need to be
inculcated in the process of teaching – learning.

Gaining values while learning other subjects such as
Science, Mathematics, Social Studies, Languages,
and so on is potentially achievable. Learning science
gives ample opportunities for inculcating values
among learners. Learning science is nothing but
acquiring the science process skills. It implies that the
students mastering science process skills must have
gained the values. So this research paper is aimed at
finding the relationship between inculcating values
among the learners and acquisition of science process
skills.
Research questions
1. What is the relationship between science process
skills and science values of students at secondary
level?
2. What is the relationship between science process
level with respect to gender?
Objectives
1. To study the relationship between science process
skills and science values.
2. To study the relationship between science process
level with respect to gender.
Hypothesis
1. There is no significant relationship between
science process skills and science values of
students at secondary level.
2. There is no significant relationship between
science process skills and science values of
students at secondary level with respect to gender.
Analysis and Interpretation
Objective 1
1. To study the relationship between science process skills and science values.
The critical value of “r” at 0.01 levels of significance is 0.393. The computed value of “r” at 0.01 level of
significance is 0.595, which is greater than the critical value of “r”. So the null hypothesis ‘There is no
significant relationship between science process skills and science values of students at secondary level’ is
rejected. The alternative hypothesis ‘There is a significant relationship between science process skills and
science values of students at secondary level’ is accepted.
Table 1: Co-efficient correlation between science process skills and science values of students at
secondary level
Variables N Mean SD R - value P value Remarks
1 Science process skill 40 14.33 4.305
0.595
<0.01
Significant
2 Science values 40 124.55 24.897 <0.01
Correlation is significant at the 0.01 level (2-tailed).
Objective 2
1. To study the relationship between science process skills and science values of students at secondary level
with respect to gender.
Table 2: Co-efficient correlation between science process skills and science values of students at
secondary level with respect to gender
Gender Variables N r-value P value
Male
Science process skills
22 0.349 0.111
Science values
Female
Science process skills
18 0.121 0.643
Science values
From the table of critical value, the critical value of
“r” at 0.01 levels of significance is 0.515. The
computed value of “r” at 0.01 level of significance for
the relationship between science process skills and
science values of students at secondary level with
respect to boys is 0.349, which is less than the critical
value of ‘r’. The computed value of “r” at 0.01 level
of significance for the relationship between science
process skills and science values of students at
secondary level with respect to girls is 0.121, which is
less than the critical value of ‘r’ 0.561. So the null
hypothesis ‘There is no significant relationship
between science process skills and science values of
students at secondary level with respect to gender’ is
accepted.
Educational Implications of the Study
Findings of the study have shown that there is a
significant relationship between science process skills
and science values of students at secondary level.
Through this study, it is evident that the students who
are proficient in science process skills are also able to

possess the attainment of science values. This implies
for the teacher community and curriculum planners to
ensure the need for focusing on process of learning
rather than focusing on the product. When the focus is
on process of learning, it eventually takes care of
attainment of values along with gaining the
knowledge. It also implies that, if the content of
science text books are process oriented than the
content oriented, it would contribute towards holistic
development of the individuals.
Discussion and Conclusion
Gaining values such as honesty, perseverance,
objectivity, rationality, and sustainabilityat the age of
adolescence along with the knowledge would
eventually make students objective and rational
thinkers along with concern for life. Orienting science
classes towards process rather than the product would
eventually result in the acquisition of values among
the learners. So process oriented science classes not
only providing the knowledge but also make pupils
worthy citizens possessing noble virtues.
References
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