Enhancing Grade 5 Science Process Skills in Earth Science: A Foundation for Designing an Inquiry-Based STEAM Learning Packet

Science yields a crucial role to our life, especially in this 21st century. Despite its importance acquiring scientific literacy remains a challenge for primary levels. Learners reveal to have low retention of concepts due to inadequate proficiency in Science Process Skills. These skills are vital for learners as this will be their instrument to master science concepts. It forms the bedrock for scientific investigation and exploration, gaining cognitive growth and active engagement in the learning process. This study addresses the low proficiency in science process skills and difficulties in Earth Science concept acquisition among Grade 5 learners in Iligan City, Philippines. With the result of the need assessment, the study aims to develop an inquiry-based STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning packet to mitigate the issues. A mixed-method research design was employed. The results of this study from teachers (n=10) reveal challenges such as, 70% identified “inferring patterns in the changes in the appearance of the moon and its misconceptions†as the least mastered competency†, 70% of the teacher relied on teacher-centered approach such as lecture and other online resources, and 83% of the teachers rated learners’ SPS at partial mastery levels. Furthermore, the result on the SPS contradicts the learners’ (n=40) assessment on their SPS (science process skills) through SPSI (Science Process Skills Inventory). In the result, 43-47% of the learners showed weaknesses in drawing conclusions, recording/estimating data, identifying facts vs. claims, and analyzing results, which these skills pertain to higher order skills of the SPS (see table to for frequency). With the abovementioned results, the study will use it as a basis in crafting a learning packet integrating STEAM approach and inquiry based learning frameworks, intending to enhance both learners’ SPS and Earth Science conceptual understanding.