Grade 12 learners in one Namibian secondary school participated in a study
of science process skills implied in their International General Certificate of
Secondary Education (IGCSE) physical science syllabus. The study aimed at
finding out learners’ ability to identify science process skills in their physical
science syllabus, criteria used to identify skills and whether any relationship
existed between learners’ achievement in performing skills and learners’
ability in identifying the skills. Four physical science syllabus topics were
taught. Learners performed and identified science process skills in learning
and assessment tasks. A One Group Pretest-Posttest research design was
used in a combined qualitative and quantitative research method. Data
revealed that learners identified science process skills. Science processes
performed during learning experiences were used as criteria to confirm
presence of the skills. Learners’ achievement increased in performing and
identifying science process skills after intervention activities. There seemed
no relationship between learners’ achievement in performing and learners’
ability in identifying science process skills.