Summary and Conclusions
A reasonable portion of the science curriculum should emphasize science process skills according to the National Science Teachers Association. In general, the research literature indicates that when science process skills are a specific planned outcome of a science program, those skills can be learned by students. This was true with the SAPA and SCIS and other process skill studies cited in this review as well as with many other studies not cited.
Teachers need to select curricula which emphasize science process skills. In addition they need to capitalize on opportunities in the activities normally done in the classroom. While not an easy solution to implement, it remains the best available at this time because of the lack of emphasis of process skills in most commercial materials.