Applying the plan-do-study-act (PDSA) action research model to re-structure the science classroom conforming to the metacognitive orientation standards

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Document Type

Article

Source Title

Educational Action Research

Volume

31

Issue

1

First Page

61

Last Page

77

Publication Date

2023

Abstract

The learning environment plays a crucial role in the promotion ofschool science. Redesigning the science classroom into a metacogni-tive learning environment is imperative in developing students’ 21stcentury skills – communication, collaboration, critical thinking andcreative thinking. In this study, we exposed the students to a varietyof metacognitive activities – allowing them to plan, reflect, and eval-uate their thinking skills and strategies. We intended to investigate theeffectiveness of integrating metacognitive-enhanced and self-regulated learning strategies in understanding molecular genetics.We also explored and interpolated the roles of self-efficacy and meta-cognition in relation to their impact on Filipino students’ scientificreasoning skills and conceptual understanding in the context ofa Philippine science classroom. To establish a more comprehensiveperspective, we applied the Plan-Do-Study-Act (PDSA) action researchmodel, utilizing both quantitative and qualitative methods to findanswers to the research problems. The results of the study highlightedthe interconnectedness and interplay of science self-efficacy, metacog-nitive awareness, metacognitive-orientation of the classroom, and thescientific conceptual understanding of the students. These are crucialconstructs in creating and maintaining a metacognitive orientation ofthe science classroom. The study also shows that science self-efficacyhas a vital role in predicting the academic achievement of students.

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Digitial Object Identifier (DOI)

10.1080/09650792.2021.1894964

Disciplines

Science and Mathematics Education

Keywords

Metacognition; Action research in education; Science—Study and teaching

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