The Development of Science Process Skills in Physics Education

Ongoing reform of education in Slovakia had affected the teaching of physics by these main changes: inquiry–based teaching, the definition of science process skills in curriculum and focus on their importance before content standard. In this study we aimed to observe the development of these three types of science process skills: hypothesizing, interpretation of results and making conclusions. Total of nine test tasks (selected from external Science test) were presented to the group of 120 pupils from lower secondary school. The worst results were noticed for the hypothesizing (33%). We are aware of the limits in testing and distortion of gathered information. Therefore, we proposed model situation or real experiment related to six tests tasks. There is a form of feedback to get the correct answer which develops self assessment.