Science is often viewed as an encyclopedia of discoveries and technological

achievements.
Science has collected many information and discoveries through many years.
Science areas will change as the child grow up. The meaning of a life in science is a
sequence of issues. It is not an area of gaining information, it is a sense of doing
things. Science is a method to find out the nature of things. The attitude and
reasoning skills that has developed science over hundred years is the same
attitudes and skills that allow human being solve the issues they are facing it in
everyday life. Science subjects should be entertaining. The content standards help
identify what children at different ages and stages should know and be able to do
in the area of science.
They also recognize the process, skills, and attitudes require to grasp science
successfully.
Inquiry is presented as a step beyond such process learning skills as observing,
inferring, and predicting.
engaging students in inquiry serves Five essential function:
Assists in the development of understanding of scientific concepts.
Helps students "know how we know" in Science.
Develops an understanding of the nature of Science.
Develops the skills necessary to become independent inquirers about the
natural world.
Develops the dispositions to use the skills, abilities, and habits of mind
associated with Science.
Inquiry-oriented instruction, often contrasted with expository methods, reflects
the constructivist model of learning and is often referred to as active learning.
to develop scientific inquiry skills, kindergarten and primary grade children
through:
Plan and conduct a simple investigation.
Employ simple equipment and tools to gather data.
Use data to construct reasonable explanations,
Communicate the results of the investigations and give explanations.

Children discover the content of science by using the processes of science inquiry.
This can be done through science investigations, class discussions, reading and
Writing, and a variety of other teaching strategies. Science process skills are those
that allow students to process new information through concrete experiences.
The skills most appropriate for preschool and primary students are the basic skills
of observing, comparing, classifying... measuring, and communicating. Sharpening
these skills is essential for coping with daily life as well as for future study in
science and mathematics. 4- and 5-year-olds can begin with simple versions of
intermediate process skills, such as making a reasonable guess about a physical
change. They can gather and organize simple data. Knowledge and concepts are
developed through the use of the processes used in inquiry.
The most fundamental of the scientific thinking process skills is observation. The
senses of sight, smell, sound, touch, and taste are the means by which our brains
receive information and give us the ability to describe something. As young
children use their senses in a first-hand exploratory Way, they are using the same
skills that scientists extend to construct meaning and knowledge in the world.
Teaching strategies that reinforce observation skills require children to observe
carefully to note specific phenomena that they might ordinarily overlook.

Observation is the first step in gathering information to solve a problem.

As children develop skills in observation, they will naturally begin to compare and
contrast and to identify similarities and differences. The comparing process, which
sharpens their observation skills, is the first step toward classifying. The comparing
process builds upon the process of observing. comparing process include: Begin by
having children tell you about the characteristics of the objects. Next, have the
children compare objects and discuss how and why they feel the objects are similar
or different.
Classifying begins when children group and sort real objects. The grouping and
sorting are done based on the observations they make about the objects'
characteristics. To group, children need to compare objects and develop subsets. A
subset is a group that shares a common characteristic unique to that group.
Children initially group by one property, such as sorting a collection of leaves by
color, size, shape. Scientists from all disciplines use organization processes to group
and classify their work, whether that work involves leaves, flowers, animals, rocks,
liquids, or rockets. Measuring is the skill of quantifying observations. This can
involve numbers, distances, time, volumes, and temperature, which may or may
not be quantified with standard units. Nonstandard units are involved when
children say that they have used two "shakes" of salt while cooking or a "handful"
of rice and a "couple" of beans when creating their collage.
All humans communicate in some way, Gestures, body postures and positions,
facial expressions, vocal sounds, words, and pictures are some of the ways we
communicate with each other and express feelings.
In early childhood science explorations, communicating refers to the skill of
describing a phenomenon. A child communicates ideas, directions, and
descriptions orally or in written form, such as in pictures, dioramas, maps, graphs,
journals, and reports.
Communication requires that information be collected, arranged, and presented
in a way that helps others understand your meaning. Teachers encourage
communication when they ask children to keep logs, draw diagrams or graphs, or
otherwise record an experience they have observed. Children respond well to
tasks such as recording daily weather by writing down the date, time of day, and
drawing pictures of the weather that day.
When children infer, they make a series of observations, categorize them, and
then try to give them some meaning.
The process skill of inferring requires a reasonable assumption of prior
knowledge. It requires children to infer something that they have not yet seen-
cither because it has not happened or because it cannot be observed directly.
When you predict, you are making a statement about what you expect to happen
in the future. You make a reasonable guess or estimation based on observations
of data, keep in mind that this process is more than a simple guess, Children
should have the prior knowledge necessary to make a reasonable prediction
The ability and willingness to take a risk and form a prediction is of great
importance in developing an awareness and understanding of cause and effect.
The more predictions children are able to make, the more accurate they become.