II. PROCESS
COMPETENCIES:
Science begins with observation. From
these observations, scientific questions are formulated. Consequently,
hypotheses as the answers to these questions are developed and
tested by experimentation or further observations. Science process
skills are the tools for accomplishing this. The importance of
the science process skills cannot be overemphasized. These are
tools for problem solving, and their use reflects the true nature
of science. We believe that these skills can only be learned by
doing and that students should be provided maximum experience
with them in all science classes. Skepticism and ongoing dialogue
should be nurtured to develop the critical thinking skills necessary
to evaluate scientific data, evidence and conclusions. All students
should:
A. Employ the senses or appropriate tools of science to extend
the senses to collect information.
B. Ask scientific questions.
C. Develop explanations based on observations and hypotheses which
can be tested.
D. Make and defend predictions based on prior observations.
E. Develop a scheme to classify a collection of objects or events
based on shared properties.
F. Use International System (SI) units to quantify scientific
phenomena and understand inherent uncertainties in quantitative
data.
G. Use appropriate scientific and mathematical symbols.
H. Develop a perception of time/space relationships.
I. Interpret significant qualitative and quantitative data and
draw conclusions.
J. Use all appropriate modes of communication to convey information.
K. Design a valid test for a hypothesis.
L. Identify and control variables that may affect an outcome or
reaction.
M. Recognize and use models to explain phenomena, patterns and
relationships.
Student involvement with a significant science investigation at
the high school level could demonstrate many of these competencies.
Science courses should introduce students to a coherent body of
knowledge and skills which define that scientific discipline.
Students should be able to apply the principles and theories of
a science discipline to specific situations and technological
problems. The general and process competencies described in Sections
I and II should be integrated into all science classes. All courses
should and will have a significant laboratory experience which
will enable students to demonstrate working knowledge of the subject
area.