A.

The Process of Science Science process skills are a set of broadly transferable abilities, appropriate to many science disciplines and reflective of the behavior of scientists. For children, process skills is the job that conducted to construct knowledge, through asking questions, making observations, taking measurements, collecting data, organizing and interpreting the data predicting the outcomes the manipulating one variable while keeping the others constant, formulating and testing hypothesis, developing experiments, inferring reasons for what they observe, and communicating theirs model to others. There are 12 processes that have been identified as basic to scientific investigation, such as: 1. Observing Conduct the observation, observer not only seeing, but also use senses to observe something. It will make observer learn how to use senses to observe. We know that human just have 5 senses, there are the senses of sight, smelt, sound, taste, and touch. But we also have the sense of balance, the direction, the muscular senses, we use when investigate how heavy something is, and other external senses. If children conduct observation, they learn to use all their senses and attend to stimuli to be recorded in the sensory register, and from there move on processing. For children, the more observation activities they perform, the more experiences they will add to their long term stores, and the better able they will become to make connections with new things they observe. 2. Classifying Classifying is the activities when we collect data and take place in their true group by look the properties, characteristic, color, and so on. Generally humans have ability to classify something, especially children. Young children can classify something by single characteristic that readily apparent. Classifying objects by considering relationship that are subordinate to a larger group as a whole is called class inclusion and is a skill that is learned in the early concrete operational stage of cognitive development. It is important to note that the ability to classify doesnt come spontaneously to children. They must be exposed to the phenomenon. They must encourage doing many sorting activities using many different things to gain experience in the skill of

classification. It is good idea to include classification activities together with observation activities in daily learning centers. 3. Communicating Communication can be defined as any and all ways people let others know their thoughts. Communication already conducted in observing and classifying. Example when someone observes something, someone will let others to know what he/she observes. Someone also communicate their explanation for he/she system of classification. Communication includes verbal as well as nonverbal behavior, people communicating by talking, gesturing, writing, sharing, drawing, telling stories, giving oral-presentations, play-acting, pantomiming, singing, and soon. When children/ someone communicate what he/she observe, they use media like graphs, charts, diagrams, posters, symbols, maps, and if specific observed like mathematic, someone or children use mathematical equation. 4. Measuring There are five basic entities which elementary children measure in science, such as: Length Length defined as the distance between two points. Length is fundamental measurement needed to find an area which is calculated by applying various area formulas. Volume The volume of something is how much space it takes up. Volume can be measured in terms of lengths or in terms of its own units. Weight or mass There is a difference between weight and mass. Weight is the pull of gravity on something. Mass is the amount of material in that something. Weight depends on strengths gravity. Mass and weight have different ways of measured and different units. The basic unit of weight is pounds but the basic unit in mass is gram or kilograms. Temperature

Temperatures can be measured either in Celsius degrees or in Fahrenheit degrees. The points of references to each system there are freezing point and boiling point. Temperature is abstract concept so the young children have difficulty to measure that. Thus, young children have ability to compare temperature with their body and something. Time There are two aspects to measure time, such as time of day and time interval. A different aspect of times involves measuring intervals of time rather than time of day. The universal unit of interval time is second. As true for all units of measurements, time is an abstract concept, and children have to build meaning for the concept by doing activities that involve the use of time. 5. Predicting Prediction is an individuals best guess as to what will happen next in a given situation or what will happen if someone did something. The process of predicting involves questions stem from observation and curiosity, with the observations leading the questions that someone wants to investigate. Prediction can accurately and less accurately. Prediction is essential in doing science, and children should be encouraged to predict before they test.
6. Inferring

Because every human have no right answer, so scientific process must infer every answer and guess. A person who have best guest as to why something happened called inference. In inference, we have to guess what caused something to happen. Inferential reasoning is basic of all scientific understanding. 7. Identifying and controlling variables In many scientific inquiries, we investigate to find out what causes by something happen or to find the effect of one variable on another. The idea behind identifying and controlling variables is that we must be sure that what we think about effect, in fact did caused it. We must able to confirm what relationship between two phenomenons. Children dont intuitively know they must identify and control variables in an investigation. Children must have ability to perceive that there is more than one attribute are seen not only in their physical characteristic but also and their behavior.

8. Formulating and testing hypothesis A hypothesis is a statement of the best guess as the relationship between two variables. O the formulating hypothesis, someone probably need only two items of information for this investigation, since everything else will stay the same. 9. Interpreting data The first step in interpreting data is to decide what data you want to gather. This comes from the hypothesis you devise. Before interpreting data, someone may do the investigation mentally, visualizing what happen, and deciding what kind of information you will need to have in order to tell why it happened. One of the best ways to organize data for interpretation is to put the data visual form such as a graph, a chart or a histogram. Interpreting data is simple once decisions are made to collect the proper data. If someone doesnt know what kind data you collect, someone can find it through tinker with the activity to get an idea of what is happening, and then decide what needed to find out in order to answer the questions. Then someone talking about quantitative data, the kind of data has numbers or measurements associated with it. Qualitative data can also be collected. 10. Defining operationally Much scientific work involves exploring variables we cannot measure directly. 11. Experimenting Experimenting is the scientific process which puts all the process together. In experimenting, investigators ask questions about something they have observed. This question is cast in form hypothesis. Variables are identified and those not being investigated but which may contribute to the outcome of the experiment are controlled. Experimental plan include the procedure, the nature of the observations needed, and the data to be collected. The experiment is carried out and the data is obtained. Modifications often are desirable, and these become part of a modified plan. After the investigation has been carried out and the data and observations have been recorded, the results are analyzed in terms of the original question or hypothesis. Conclusion are made accordingly, and the result of the investigation are communicated to classmates or others individuals for their reactions.

In this case, science will skeptical, and then there are interaction between presenter and listener about the conclusion they make and they reason for making their conclusion represents the essence of scientific enterprise. Investigators try to convince colleagues that their theory are correct while the colleagues probe with penetrating questions, some which the investigator may not have thought of. This way may children to become a scientist. 12. Constructing models Models are concrete representations of things or phenomena we cannot see readily. Models have been constructed to enable us to visualize what we cannot see. In the scientific sense, constructing models is different form building model that we use to communicate phenomena that we cannot see readily. One of earliest ways children get involved in constructing scientific models is to observe some that have already been developed. Models are extremely powerful tools, presenting concrete and visual representations that make lasting impressions. It is vitally important to present models that correctly represent what they are portraying. B. The Process-Oriented Objective The process oriented objective enables teacher and children to focus on development of one or more process skills rather than content as the main outcome of the lesson. A process-oriented objective might by the following:
1. The students will develop hypothesis. The objective focuses attention on hypothesis

development. 2. The students will focus on content to explain something. In the former objective, students are to form a hypothesis, in the later, student learn about someone else has discovered, and then explain it. If children are to learn to do science the way scientist do science, if they are to do own their own thinking, if they are to take charge of their own learning, then they must encourage in every possible way. The use of the process- oriented focus on science education turn the spotlight away from learning what others have discovered, onto the children and what and how they are investigating.

Science
Scientific work must exit from children. If children conduct scientific work from children, it will help them become intellectually humans. Teacher in elementary must teach about science, because: Science is not all that difficult to teach Through studying science, children can acquire information and skills that contribute in an important way to their total education They and their pupils can derive pleasure from participating, in the experiences of science Science in elementary school use test about science use simple terms that are: WHAT HOW : Knowledge about the universe in which we exist its substance and its workings : The mechanisms used to help humans construct that knowledge We will look at each facet of science (knowledge, skill, and attitude) in greater detail. Scientific Knowledge Scientific information comes in several size and shapes. For size, there is in the world a hierarchy of scientific knowledge. The facts which are the basic building blocks of scientific knowledge are single events, not patterns, and they are observable. Facts can be combined and integrated to form concepts. Facts are always concrete and observable, but concept can be more abstract, based on the common characteristic of a whole class objects, ideas, or happening. Concepts are combined to form scientific principles. Then, the term shape as it applies to scientific knowledge is used very loosely. Shape refers to the three broad categories into whish virtually all scientific information is classified: life sciences (biology) (study of animal (zoology), plants (botany), single-cell organism (protist)), physical sciences (most of people use physics and chemistry), earth science (geology, physical geography, archaeology, paleontology, oceanography, etc).

Scientific Skills Science consists of two categories that are: Skill in processing informationthe ability to make discoveries We learn to process information by developing and refining a set of strategies designed to gather data

Skill involving fine and gross motor coordinationthe ability to make the hands do what the brain desires... Science present youngsters with fruitful opportunities to assemble equipment, gather material, and construct special mechanisms.

Scientific Attitudes Scientific attitude consist of: Curiously: when facing a new problem that he knew, so he try to know; happy to ask questions about objects; habit of using the senses as much as possible to investigate a problem, show passion and sincerity in resolving experimentally. Critically: No direct simply accept the conclusions without solid evidence, the habit of using evidence - evidence at the time drew the conclusion: Not feeling the most right to be followed by others; willing to change their opinions based on strong evidence. Objectively: Seeing things as they are the object keep personal bias and not dominated by his/her own thoughts. In other words they can say honestly and distanced himself as a subject of interest. Attitude to find: Always provide suggestions for new experiments; habit of using the experimental-experimental with a good and constructive manner; always give a new consultation from the observations he was doing. The attitude of respect for other people's work, It will not be acknowledged and looked at the work of others as his work, accept the scientific truth even if found by people or other nations. The attitude of persevering: Not tired of holding an investigation, is willing to repeat the experiments and the results dubious' will not stop doing the activities, if not yet completed; of the things he wanted to know he was trying to work with closely. Open attitude: Be willing to listen to others even if a different argument. Opening attitude also accepts criticism and negative responses to his opinion.

Creating a Scientifically Literate Society

Scientific knowledge is growing at a rate that boggles the mind. Virtually no one can keep up with the latest findings, the latest innovations. A Scientifically Literate Person The National Science Teacher Association (NSTA) describes a scientifically literate individual as a person who can do the following: 1. Use scientific concepts, process skills, and values in making responsible day-today decisions. 2. Perceive the relationship between science and technology (how they mutually influence each other). 3. Understand the controlling role society plays on the allocation of recourses for science and technology. 4. Recognize the Emitations of science and technology in solving human problems. 5. Comprehend the major concepts, principles, and theories of science and apply then appropriately. 6. Understand that all advances of scientific knowledge are dependent on the inquiry processes and the knowledge generated through their application. 7. Distinguish between scientific evidence and personal opinion. 8. Understand that scientific knowledge is tentative and subject to change as new information is generated. 9. Appreciate the value of research and technological developments. 10. Identify and assess sources of scientific and technical information and use them in forming opinions and making decisions. (NSTA.1982) Why We Should Teach Science in the Elementary School We know about teach science from elementary school is important to produce intellectual humans. This is the reason why should teach science in elementary school. Teach science in elementary school will produce the following attitude: Childrens interest The vast majority of healthy elementary children display a profound interest in science and technology-related topics. Just watch the faces of children in a museum or at a zoo. Notice the books children tend to peruse at the library. Watch a child who has discovered

an interesting looking insect on the playground. Listen to the fantasy games that children play during their free time. Science is an area that captures the imaginations of children. Childrens curiosity. It is amazing to watch preschoolers at play. They have such wonderfully creative imaginations. They ask so many questions. Science can be an area of the school program in which curiosity is encouraged and exploration is rewarded. Science, by its very nature, is built around finding out, by probing, asking question, and investigating. Science encourages children to follow their natural inclination-to be curious.

Complexity of Human Knowledge. It should come as no surprise that human knowledge about science and technology is rapidly becoming more complex and more intellectually demanding. Its complexity calls for early exposure to rudimentary and concrete concepts on which many of the more demanding principles and theories can be built. Science in elementary years may help keep children from acquiring misinformation or disinformation. Minimally help them see through some of the hoaxes perpetrated on them by television advertisers and program developers.

Basic skill development. Activities that lead to the development of small and large motor coordination skills should be included in the elementary school program. Manipulative activities in science can contribute in a very positive way to a childs hand-eye coordination and to other fine and gross motor skills. Placing a cover slip over a microscope slide without creating bubbles is a physical challenge. In addition to physical skills, children also acquire unique and highly valuable perceptual skills in science.

Lifelong interests. Many adults developed hobbies such as rock collecting, bird watching, or gardening from some experiences in an elementary science program. Many electrians, physicists, and biologist got their starts from elementary science activities that truly aroused their interest and curiosities.

Expectations of success. Over a period of five years, I have carefully collected data derived from a question posed to experienced elementary classroom teacher.