Learning Team 4 Doctor of Philosophy Major in Science Education

Sci Ed 804: Qualitative Design

and Data Management

Submitted to:
Marie Grace Cabansag
PNU Academic Year 2022 - 2023
 Management and Leadership in Science Education

ACTIVITY 4- CRITICAL REVIEW OF RELATED STUDIES AND LITERATURE

Members: Joderon P. Nimes

Aimee Pareño
George Labayog
Amethyst Castro

Title of the Proposed Habits of Minds: Students’ Metacognitive Practices in the Development
Qualitative Research of Science Process Skills in General Chemistry

Keywords Chemistry, Metacognition, Process Skills, Regulation

Main Arguments Teachers frequently use a direct teaching approach rather than an
inquiry approach in their efforts to address the vast array of content
included in most science curricula. As a result, student learning is
frequently restricted to definitions and a few facts or details.
This hurried pace through the curriculum also means that students
rarely have time to reflect on what they are learning. Due to a lack of
processing time, students have few opportunities to make sense of the
science concepts embedded in the learning experiences or to learn the
information deeply.
If we want students to think about their thinking, we must teach them
the processes associated with metacognition and give them time to
practice those processes.
According to Tweed (2009), students must think critically and
creatively, reason scientifically, and monitor their own thinking and
progress toward learning objectives in order to develop a deep
understanding of science concepts.
The more a student understands about how he or she learns,
remembers, and processes information, the more information he or she
will retain. This ability is also linked to improved memory skills, which are
a predictor of future academic success (Blake, 2019).

Research Gaps Although there is evidence that explains how metacognition greatly
impact students' skill, few initiatives have yet attempted to clarify which
processes determine other processes or whether how students identify
skills in assessing themselves and their peers. Presented in this study,
therefore, are the identified skills in metacognition while achieving
science skills (Rivas et al, 2022).
As emphasized by Anat and Sarit (2013), research uses a wide range
of teaching practices to promote metacognition in learners. The most
popular method is to use metacognitive cues and prompts throughout

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the lesson. Since the process is delegated by teachers, it is worthwhile to

cater as well metacognitive skills that are self-identified by students and
their peers in chemistry class.
The current state of the literature on metacognition has already given
signs of a theory-practice gap emerging, comprising extensive academic
elaboration on the mechanisms of metacognitive thinking and but there
are rare attempts to bring this inside ordinary classrooms and get
observable practices that the students are involved in metacognition
(Georghiades, 2004, p. 379).

Theoretical and/or
Conceptual Framework

Schematic Diagram

Metacognitive Knowledge
According to Flavell (1979), metacognitive experiences are those that an
individual has in which knowledge is gained or regulation occurs.

Metacognition and Creative Thinking

Jia et al (2019) focused on the roles of three aspects of metacognition
(i.e., metacognitive knowledge, metacognitive experience, and
metacognitive monitoring and control).

Metacognition in Developing Skills

Metacognitive processing recruits and organizes the resources necessary
to succeed at learning a task (Taraban, 2019).

Metacognition snd Students' Success

As stated by Sword (2021), having metacognitive skills means that they
are able to recognise their own cognitive abilities, direct their own
learning, evaluate their performance, understand what caused their
successes or failures, and learn new strategies.

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Main and Specific Questions Presented in this study is the general aim of identifying metacognitive
classroom practices of students as they acquire science process skills in
their General Chemistry class.
The study would like to seek answers on the following:
1. What part of the chemistry class discussion you find interesting?
2. What do you usually do to help you:
a. understands the lesson well
b. finds other ways to learn
c. prove that you have learned

Methodology This research is qualitative in nature. In Denzinand Lincoln's

Handbook of Qualitative Research (2005), they explained that qualitative
research involves an interpretative naturalistic approach to the world.
Qualitative research studies what is in the natural environment and
seeks to understand phenomena based on people's perception of
meaning.
Qualitative research aims to understand the reality of high school
students who are actively engaged in their chemistry class trying to
enumerate their metacognitive practices, and is suitable for research.
Qualitative research is best suited for this type of research as it is a type
of research that captures people's perspectives, perceptions and
practices of a particular issue. Qualitative research also reveals an
individual's feelings about an issue.
Phenomenological research is a qualitative research approach that
seeks to understand and explain the universal nature of phenomena.
This approach explores people's everyday experiences and overturns
researchers' preconceived notions about the phenomenon. In other
words, phenomenological studies examine lived experiences to gain
greater insight into how people make sense of those experiences.

Procedure The researchers sought a permit from the office of the principal,
asking for a permission to conduct observation and interview for
students attending one chemistry class for research purposes.
The researchers designed a chemistry class to be observed.
Class observed on the metacognitive practices shown by students
during class.
Students subject for observation were interviewed also for further
data gathering.

Research Ethics Voluntary participation means that all research subjects are free to
choose to participate without any pressure or coercion. All participants
are able to withdraw from, or leave, the study at any point without
feeling an obligation to continue. Your participants don’t need to provide
a reason for leaving the study.

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Informed consent refers to a situation in which all potential

participants receive and understand all the information they need to
decide whether they want to participate. This includes information
about the study’s benefits, risks, funding, and institutional approval.

Anonymity means that you don’t know who the participants are and
you can’t link any individual participant to their data. You can only
guarantee anonymity by not collecting any personally identifying
information—for example, names, phone numbers, email addresses, IP
addresses, physical characteristics, photos, and videos.

Confidentiality means that you know who the participants are, but
you remove all identifying information from your report. All participants
have a right to privacy, so you should protect their personal data for as
long as you store or use it. Even when you can’t collect data
anonymously, you should secure confidentiality whenever you can.

As a researcher, you have to consider all possible sources of harm to

participants. Harm can come in many different forms. Psychological
harm: Sensitive questions or tasks may trigger negative emotions such
as shame or anxiety. Social harm: Participation can involve social risks,
public embarrassment, or stigma. Physical harm: Pain or injury can result
from the study procedures. Legal harm: Reporting sensitive data could
lead to legal risks or a breach of privacy. It’s best to consider every
possible source of harm in your study as well as concrete ways to
mitigate them. Involve your supervisor to discuss steps for harm
reduction. Make sure to disclose all possible risks of harm to participants
before the study to get informed consent. If there is a risk of harm,
prepare to provide participants with resources or counseling or medical
services if needed.

Results communication the way you communicate your research

results can sometimes involve ethical issues. Good science
communication is honest, reliable, and credible. It’s best to make your
results as transparent as possible. Take steps to actively avoid plagiarism
and research misconduct wherever possible.

Data Analysis The collected data were analyzed using coding, categorizing, and
thematic analysis. Coding is just a structure on which reflection occurs.
Coding is accomplished by assigning uppercase letters that represent a
specific group of participants, lowercase letters that represent each
participant, and numbers that correspond to a participant's statement.
To generate a code, key points from each statement are extracted. It
is critical to easily identify the differences between the participants as

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well as the similarities between the answers. Categorizing is the process

of grouping statements that share the same code.

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