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

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories



Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Advisor

Lydia S. Roleda

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Robert C. Roleda
Minie Rose C. Lapinid
Voltaire M. Mistades
Marie Paz E. Morales


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, as evident in the Likert responses and open-ended responses. The students' essays were also more elaborate and pointed towards the nature of science. Self-regulation (p=.03

Suggestions for further studies were made, including authentic tasks in explicit-reflective instruction of NOS, use of a scientific journal to improve goal setting and other reflective thinking skills constructs, and use of NOS comics in integrating the history of science in the physics content.

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xi, 279 leaves


Science--Study and teaching; Metacognition; Critical thinking; Science students

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