Abstract:
The aim of t h i s study i s to assess the methods, processes
and procedures of Science Education i n the Secondary
Schools of S r i Lanka. To study these aspects the writer used
the Wisconsin Inventory of Science Processes, administered a
test on investigation of s c i e n t i f i c attitudes and interviewed
teachers and students.
Science i s here taken to mean not only knowledge, but
also processes, procedures and methods. In short these are
the methods adopted by the scientists. I t i s the usual pract
i c e in a l l science classes to impart knowfedge, but i t i s
accepted throughout the world that i n every science lesson,
the s p i r i t of science w i l l have to be inculcated in the students.
However as what i s taught in school i s d i r e c t l y linked
to the examination, teachers tend to teach what i s expected
of the examining authority. The Department of Examinations
always tests the knowledge component only. Although every
science curriculum stresses the process and products of
science, teachers tend to neglect them as these are never
tested by Examination Department. This study attempts to f i nd
out to what extent the students have acquired the process,
procedures and methods of science,,
Lack of validated instruments to assess the process,
procedures and methods of science, i s a drawback i n the S ri
Lankan context.
