Progression of Scientific Reasoning and Metacognitive Regulation of Secondary Students in the New K-12 Curriculum in Blended Learning Environment
Pages 10 - 14
Abstract
The new K-12 curriculum aims to improve the reasoning skills of the learners as they moved from one level to another. In line with this, the researcher made a cross-sectional study on the scientific reasoning skills across Grades 7,10, and 12 as well as their metacognitive regulation skills under teachers who use blended learning approach in the new K-12 curriculum which is a combination of face to face interaction and an online platform in teaching Physics. The teachers used ck12.org as an online platform for assignments and quizzes in their Physics classes. The researchers chose two sections per grade level. The study consisted of 49 grade 7 students and 54 grade 10, and 45 grade 12 students. A total of 148 students participated in the study. The researcher found out that in terms of scientific reasoning, grade 7 has no significant difference with grade 10. However, both grade 7 and grade 10 have significant difference in scientific reasoning with grade 12. In terms of metacognitive regulation, the three groups (grade 7, 10 and 12) have no significant difference. Using Pearson r correlation, the study suggested that there is no significant correlation between scientific reasoning and metacognitive regulation.
References
[1]
DepEd, "Department Of Education Philippines," 2013. [Online]. Available: http://www.deped.gov.ph/k-to-12/curriculum-guides.
[2]
J. Moore and L. Rubbo, "Scientific reasoning abilities of nonscience majors in physics-based courses," Phys. Rev. ST Phys. Educ. Res., 2012.
[3]
J. Limueco and M. Prudente, "Flipped Classroom Enhances Student's Metacognitive Awareness," International Conference on E-Education, E-Business, E-Management and E-Learning, p. 7, 2019.
[4]
M. Pressley and E. Ghatala, "Self-regulated learning: Monitoring in adults and children.," Journal of Verbal Learning and Verbal Behavior, pp. 270--288, 1990.
[5]
M. Kaur, "Blended learning - its challenges and future," 3rd World Conference on Learning, Teaching and Educational Leadership, pp. 612--617, 2012.
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D. Garrison, "Blended learning: Uncovering its transformative potential in higher education," The Internet and Higher Education, 2012.
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L. E. A., "The development and validation of a classroom test of formal reasoning," Journal of Research in Science Teaching, pp. 11--24, 1978.
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G. Schraw and R. Denisson, "Assessing metacognitive awareness," Contemporary Educational Psychology, pp. 460--475, 1994.
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M. Esguerra, "Metacognitive Regulation of Proficient and Atrisk Students during Mathematical Problem Solving," pp. 36--48, 2017.
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B. A., "SCIENTIFIC REASONING ABILITY OF SPECIAL SCIENCE CLASS STUDENTS," 2017.
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L. Kambeyo, "SCIENTIFIC REASONING SKILLS: A THEORETICAL BACKGROUND ON SCIENCE EDUCATION," NERA Journal, pp. 40--64, 2017.
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J. Han, "SCIENTIFIC REASONING: RESEARCH, DEVELOPMENT, AND ASSESSMENT," pp. 12--19, 2013.
[13]
C. R. Graham, "Blended learning systems: Defnition, current trends and future directions," in n Handbook of blended learning: Global Perspectives, local designs, San Francisco, CA:Pfeiffer, 2006.
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C. Zimmerman, "The development of scientific thinking skills in elementary and middle school," Developmental Review 27, pp. 172--223, 2007.
[15]
S. J. P. T. o. C. d. McLeod, "simplypsychology.org," 06 June 2018.[Online].Available:https://www.simplypsychology.org/piaget.html.
Index Terms
- Progression of Scientific Reasoning and Metacognitive Regulation of Secondary Students in the New K-12 Curriculum in Blended Learning Environment
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Published In
January 2020
441 pages
ISBN:9781450372947
DOI:10.1145/3377571
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Published: 03 May 2020
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IC4E 2020
IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning
January 10 - 12, 2020
Osaka, Japan
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