Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-03-95-1
DOI: https://dx.doi.org/10.15863/TAS.2021.03.95.1
Language: English
Citation: Abarro, R. Q., & Asuncion, J. E. (2021). Metacognition in chemistry education. ISJ Theoretical & Applied Science, 03 (95), 1-22. Soi: http://s-o-i.org/1.1/TAS-03-95-1 Doi: https://dx.doi.org/10.15863/TAS.2021.03.95.1 |
Pages: 1-22
Published: 30.03.2021
Abstract: The study determined the cognitive and affective effects of metacognitive activities. Specifically, it sought answers to define the subjects’ chemistry performance, motivation, and scientific attitude before and after the exposure to the intervention, to find out the significant improvement in the given parameters, and to design improved instructional activities in the light of the findings. The quasi-experimental study used the one group pretest-posttest design to answer the problems posed. At the outset, the cognitive and affective levels of the 42 subjects were determined. To find out the cognitive effects, a chemistry performance test developed by the researcher and validated by panel of experts was used. Chemistry Motivation Questionnaire and Science Attitude Inventory II were used to determine the subjects’ affective status. After the intervention period, the subjects’ exit competence was determined and differentiated from the pretest level. Through the t-statistic for paired observations, the difference between the tests was computed for the level of significance. As the final output, an enhanced instructional guide on integrating activities for metacognitive development among chemistry students was designed. There are seven metacognitive activities that were utilized in the present research undertaking, namely: Learning Portfolio (LP), Metacognitive Planning/Feedback/Discussion, Metacognitive Wrapper, Session Reflection Log, Goal-setting, Metacognitive Note-taking, and Learning Community. The activities correspond to specific episodes of the instructional cycles and were tweaked with the intent of purposefully helping students develop metacognitive skillfulness. It is recommended that related studies be explored to determine the effect of a prolonged exposure of the students to the different metacognitive activities. Chemistry teachers may also adopt activities which are known to effectively assist students in conceptual development of abstract concepts in Chemistry and if situations permits, subjects be taught with laboratory following the science inquiry philosophy. Further, course and class advisers should encourage students to write their goal statements. Schools should also provide ample and varied opportunities for students to succeed and move up in the academic rung. Schools can design online or semi-online platform to cater to working students, second coursers, and working professionals whose circumstance could hamper in their maximum compliance and access to classroom activities. Lastly, to make science relevant to career and the personal lives of the non-science majors, academic programs such as environmental science or science, technology, and society may be offered in lieu of non-laboratory Physics and Chemistry.
Key words: Metacognition, Chemistry, Education, Pedagogy, Philippines, Cebu City.
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