The effects of G12 students’ NOS beliefs on their metacognition and self-regulation

Clicks: 2
ID: 287543
2021
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
Steady

Ranked #1,910 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
Senior high school students should understand the nature of science (NOS) as science students. Thus, we need to give them opportunities to know and understand NOS. However, NOS is poorly represented in the curriculum and implicitly discussed in the science courses at the basic education level. The science curriculum aims to produce scientifically literate students. Developing students' NOS understanding can help attain this aim. But since NOS is not also discussed in the teacher preparation program, pedagogic support should be extended to science teachers. Thus, the development of NOS material which teachers can use to integrate NOS in their instruction. The commonly used approach in NOS instruction is the explicit-reflective approach. However, literature revealed that it could be limiting and could not transform all the NOS understanding into accepted ones. Thus, the present study will allow students to have multiple opportunities to reflect on NOS, like metacognitive prompts. Developing self-regulated learning (SRL) environment may help them realize their value as students and the importance of NOS in science education. The study also aims to find the relationship of participants' epistemological beliefs, reflective thinking, metacognition, and self-regulated learning skills to their NOS level. This study looks at Grade 12 STEM strand students' understanding of key NOS tenets and other factors that might influence NOS modifications to investigate the effect of implementing an intervention material on explicit-reflective NOS teaching within the self-regulated framework using metacognitive prompts NOS to address the gap between NOS instruction and science education. The study also aims to propose a training program to prepare STEM teachers for NOS instruction. To achieve this goal, decontextualized and contextualized NOS sessions were employed in the intervention. The former served as a springboard to introduce NOS to STEM students, and the latter used physics content to allow students to reflect on NOS. The participants' 7E design was utilized where the metacognitive prompts were carefully placed after the inquiry activities. The researcher used the survey design to assess the NOS views, epistemological beliefs, reflective thinking, metacognition, and self-regulated learning skills of Grade 12 STEM students using SUSSI, EBAPS, RTSQ, MAI, MONOS, and ASRLS, respectively. They were also asked to write an essay about their perception of science. Interviews were also conducted. Based on the findings on NOS views, the participants had naïve views on scientific laws vs. theories and social and cultural influences on science in the beginning. But their NOS understanding improved,
Reference Key
persistent_1760661907_68f19193dd75c Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Baltazar, Mylha H
Journal Malay Journal
Year 2021
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdd_scied/1
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.