Pedagogical learning course on technology-integrated metacognitive argument-driven inquiry approach for preservice science teachers

Clicks: 1
ID: 287508
2024
Free PDF
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal

Ranked #3,735 of 3,757 articles by views in Malay Journal

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 3,757 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Developing learners’ higher-order thinking skills is more crucial than ever in today's VUCAD2 world. However, this is not reflected among Filipino learners, as evidenced in their subpar performance across various international assessments. This further necessitates teacher education institutions (TEIs) to future-proof prospective teachers with relevant knowledge and skills to effectively deliver effective classroom instruction that upholds standards of the 21st century. Adding to this challenge, the newly-installed MATATAG Curriculum, particularly in science education, calls for sound, evidence-based pedagogies to support teachers in bringing positive changes in students’ learning. Building on previous iterations of action research and systematic reviews, the synergy of technology, metacognition, and argument-driven inquiry can potentially engender meaningful scientific learning experiences. In the present study, I designed, implemented, and evaluated a 12-week pedagogical learning course, TEACH MINDs, for preservice science teachers (PSSTs), in a state university in Central Luzon (n = 69). The course centered around the technology-integrated metacognitive argument-driven inquiry (TI-MADI) approach. Through theoretical instruction and experiential learning, PSSTs engaged in various learning opportunities designed to develop competencies in crafting lesson exemplars for the MATATAG science curriculum and enacting science lessons using the TI-MADI approach. Employing the PDSA model of action research, a concurrent mixed-method approach assessed the course's effects on PSSTs' TPACK in science teaching, self-efficacy beliefs in inquiry-based teaching, and reflective thinking abilities. Multiple data sources, including adapted survey questionnaires, open-ended survey interviews, reflective journals, classroom observations, and learning artifacts, provided in-depth analyses of the course. Quantitative analysis used Wilcoxon signed ranks test, effect size, and intraclass coefficient, while qualitative data were analyzed using software-assisted thematic analysis. The course received outstanding evaluations from curriculum experts, science education faculty, and teacher-alumni (n = 9). Significant positive changes were noted in PSSTs’ perceived TPACK (z = -3.480, p < .01, r = .419), personal efficacy (z = -4.218, p < .001, r = .508), and outcome expectancy (z = -4.161, p < .001, r = .501) in inquiry-based teaching. Although quantitative data did not show significant improvements in reflective thinking skills, the analyses of interviews and reflective journals indicated active engagement in higher levels of reflective thinking. The critical examination of lesson exemplars reflects PSSTs’ competencies in instructional design, particularly in the effective integration of technology, metacognition, and inquiry-based learning to support knowledge co-construction in blended learning environments. An explicit integration of linking core concepts to real-world issues and applying scientific knowledge in practical contexts was also
Reference Key
persistent_1760661806_68f1912e8551c Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Antonio, Ronilo Palle
Journal Malay Journal
Year 2024
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/48
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.