Metacognitive argument-driven inquiry in teaching antimicrobial resistance

Date of Publication

8-2019

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Biology

Subject Categories

Curriculum and Instruction | Microbiology

College

College of Science

Department/Unit

Biology

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Voltaire M. Mistades

Defense Panel Member

Minie Rose C. Lapinid
Socorro E. Aguja

Abstract/Summary

Designing an effective learning environment that promotes a culture of reflection, argumentation, and understanding has been one of the primary goals of teachers, especially in Science Education. In achieving this, teachers must examine and transform their instructional practices into a more student-centered pedagogy to better facilitate the development of students’ understanding, argumentation skills, and reflective thinking skills.
This action research aimed at investigating the effectiveness of Metacognitive Argument-Driven Inquiry (MADI) in teaching Antimicrobial Resistance. The use of MADI in teaching and learning was aided by a developed and validated unit plan on Microbial Genetics. The effectiveness of MADI was examined in terms of students’ conceptual understanding, argumentation skills, and reflective thinking skills. An intact class of third year students (n=23) taking up Bachelor of Secondary Education major in Biological Science in a public university in Bulacan, Central Luzon, Philippines served as the participants in this study. These students were enrolled in the Microbiology course during the second semester of the academic year 2018- 2019.
The study involved both quantitative and qualitative data. Quantitative data were obtained from the developed and validated Conceptual Understanding Test on Antimicrobial Resistance, Argumentation Skills Test, and Reflective Thinking Questionnaire that were administered before and after the four-week exposure to MADI. Students’ written arguments in each activity were scored and analyzed. Descriptive statistics and inferential statistics, mainly Wilcoxon Signed Ranks Test was utilized to determine if there were significant changes in the variables being investigated. Qualitative data from the four (4) classroom observations, students’ reflections, and two (2) focus group discussions were collected and used to support quantitative findings.
Results revealed that students’ conceptual understanding of Antimicrobial Resistance significantly changed after exposure to MADI (z = -4.063, p < .05) with a large effect size (r = 0.600). Students had improved understanding of Antimicrobial Resistance at the end of the study. Meanwhile, the students’ development of argumentation skills was evident during the implementation of the study, as seen in their increasing mean scores in each activity. Students’ argumentation skills significantly changed after exposure to MADI (z = -3.844, p < .05) with a large effect size (r = 0.567). This implies that students were able to make high-quality arguments which consisted of an accurate and complete claim, appropriate and sufficient evidence, and appropriate reasoning that linked evidence to the claim. Although students’ reflective thinking skills did not significantly change after exposure to MADI (z = -.939, p > .05, r = 0.138), students had comparable mean scores in each level of reflective thinking skills. Students signified that they had improved reflective thinking skills based on their written reflections and responses in the focus group discussion. Students’ exposure to MADI discouraged them on their practices based on habitual actions and prompted them to engage in higher levels of reflective thinking.
These results are suggestive of the efficacy of ADI and metacognition as a unified approach (MADI) in developing students’ conceptual understanding, argumentation skills, and reflective thinking skills. This study puts forward that students could be at the center of instruction through appropriate teaching practices, particularly scientific argumentation and inquiry-based learning, coupled within a metacognitive teaching and learning environment. Hence, it is recommended to integrate MADI in delivering Biology lessons and designing laboratory activities to effectively facilitate the development of their understanding, their ability to communicate scientific explanations, and their ability to think reflectively.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG000213

Keywords

Metacognition; Anti-infective agent; Biology--Study and teaching; Action research

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Embargo Period

3-2-2025

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