Process skills of science are basic

Process skills of science are basic and critical
International Journal of Educology, 2002, Vol 16, No 1
27
components of the process of conducting study of science
under the guidance of a teacher. For many years, now,
Bloom’s taxonomy of educational objectives has received
wide recognition, and it has been used in many curriculum
design and development projects. Bloom identified three
major realms or domains of intended learning outcomes:
the cognitive domain of knowledge, the affective domain or
attitudes and the psychomotor domain of manipulative
skills. These categories have stood the test of time and
acceptance by experts, and they provide an excellent
conceptual framework for revision of curriculum so that it
incorporates the basic scientific process skills.
The sure route to the attainment by school students of
mastery of the basic skills of science is through having
adequate teachers. The teachers must be experts in two
areas. They must be masters of science process skills. They
also must be masters of effective teaching practices which
optimize the chances of students effectively studying and
learning the skills. The process therefore begins in the
institutions which prepare candidates for professional
school teaching. The expertise of the professional teachers
flows on to the school science classrooms. The other part of
this process is much needed inservice courses for teachers
who are already employed in the schools. It is obvious
from recent educological research that teachers already in
practice should be given inservice training and retraining in
the art of proess skills use and teaching. Brown (1977: 83)
appropriately states that
If inservice teachers are to be held accountable for identifying and
teaching a process component of science, then they should be
provided with the skills necessary to execute this task.
The obvious avenue of enabling school students to achieve
expertise in science process skills is through appropriate
preservice preparation and continuous inservice retraining
International Journal of Educology, 2002, Vol 16, No 1
28
of science teachers. This requires guided study by teachers
of science and of educology of science education.

Hasil (Bahasa Indonesia) 1:

Proses keterampilan ilmu mendasar dan kritisInternational Journal of Educology, 2002, Vol 16, No 127komponen dari proses melakukan studi ilmudi bawah bimbingan seorang guru. Selama bertahun-tahun sekarang,Taxonomy Bloom tujuan pendidikan telah menerimapengakuan luas, dan itu telah digunakan di banyak kurikulumDesain dan pengembangan proyek. Mekar mengidentifikasi tigaalam utama atau domain yang dimaksud hasil belajar:domain kognitif pengetahuan, domain afektif atausikap dan domain psikomotor manipulatifketerampilan. Kategori ini telah berdiri ujian waktu danpenerimaan oleh ahli, dan mereka memberikan sangat baikkerangka kerja untuk revisi kurikulum sehingga itumenggabungkan keahlian dasar proses ilmiah.Rute yang yakin untuk pencapaian oleh siswa sekolahpenguasaan keterampilan dasar ilmu pengetahuan adalah melalui memilikiguru yang memadai. Guru harus ahli dalam duadaerah. Mereka harus menjadi sarjana Sains proses keterampilan. Merekajuga harus menjadi Master ajaran yang efektif praktek-praktek yangmengoptimalkan kemungkinan mahasiswa secara efektif danbelajar keterampilan. Oleh karena itu proses dimulai dilembaga-lembaga yang mempersiapkan kandidat untuk profesionalmengajar di sekolah. Keahlian para guru profesionalmengalir ke ruang kelas sains sekolah. Bagian lainproses ini adalah kursus-kursus inservice yang sangat diperlukan bagi guruyang sudah bekerja di sekolah-sekolah. Jelasfrom recent educological research that teachers already inpractice should be given inservice training and retraining inthe art of proess skills use and teaching. Brown (1977: 83)appropriately states thatIf inservice teachers are to be held accountable for identifying andteaching a process component of science, then they should beprovided with the skills necessary to execute this task.The obvious avenue of enabling school students to achieveexpertise in science process skills is through appropriatepreservice preparation and continuous inservice retrainingInternational Journal of Educology, 2002, Vol 16, No 128of science teachers. This requires guided study by teachersof science and of educology of science education.