Case Study of the Implementation of Integrated Science Process Skills in Chemistry Teaching
DOI:
https://doi.org/10.37134/ELSIM.vol1.1.2.2025Keywords:
Integrated Science Process Skills, chemistry education, implementation level, mixed-methodsAbstract
The purpose of this mixed method case study is to explore the level of implementation of Integrated Science Process Skills (ISPS) into Chemistry teaching among secondary school teachers in selected districts in Malaysia. Seven chemistry teachers were involved in the study; The quantitative findings showed a high level of overall execution (M = 4.45, SD = 0.45), with the control variables and interpreting the data recording the highest mean score (M = 4.57). The operationally construct, while still high, has the lowest average score (M = 4.26). Qualitative analysis shows that teachers generally guide students in formulating hypotheses, emphasize identifying and discussing variables, require students to explain and define terms operationally, provide students support in data interpretation, and ensure students are familiar with experimental procedures and materials. Overall, the findings show a strong integration of ISPS in chemistry lessons, with specific constructions receiving varying levels of emphasis. These results underscore the need for ongoing support and targeted professional development to ensure balanced implementation across all components of the ISPS, thus enhancing students' high-level thinking and scientific research skills.
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