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.