Science as a Process

When it is said that science is a process, it is meant that there is a series of components that make up the exploration of science. The process is made up of asking questions, making predictions, recording data and classifying results. We use these process skills everyday and they is how science plays a part in our life. For example, when we wake up in the morning we ask ourselves what to wear. We look out the window and make an observation and then predict what it is like out. Next, we classify our wardrobe into what is appropriate to wear and what is not. We are experiencing a scientific process all before we leave our bedroom!

Students need to develop their process skills by planning experiments to do in the classroom. If they ask their own questions and then design a procedure for testing it they will be conducting the inquiry process. We want students to be engaged in the inquiry process because that is how they will become interested in what they learn. If they are trying to find the answers to their own questions learning will have more meaning. If they are taught to develop their own procedures they will learn through trial and error about what causes mistakes and what yields accurate results.

The idea of stations or a science circus is a great way to implement the process of science in the classroom. Stations can be on various topics or the same topic but using different skills. The students are given a certain amount of time to spend at each station to explore the materials or concepts given. Then they rotate so they can get a multidimensional experience with science.