Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses
DOI:
https://doi.org/10.21009/biosferjpb.38102Keywords:
Metacognitive self-regulation, Problem solving ability, Science technology societyAbstract
The purpose of this study was to improve students’ problem-solving ability and metacognitive self-regulation (MSR) by applying science technology society (STS) learning model integrated with metacognitive self-regulation. The participants were 13 students from Department of Biology Education who took microbiology courses. A quasi-experimental method with one-group pre and posttest design was used in this study. Data were collected through pre and posttest with eight open ended questions to measure students’ problem-solving ability on four microbiology topics (food, pathogen, waste and water microbiology). These topics were studied sequentially in two months. The instrument used to measure MSR is a questionnaire with open-ended questions. This questionnaire was developed based on three aspects of MSR namely, planning, monitoring and evaluation. MSR questionnaire was administered to students at the end of each topic. The N-gain test was used to analyze the improvement of students' problem-solving ability on each topic. The average score of all aspects in MSR questionnaire was used to explore students’ metacognitive self-regulation. The correlation between MSR and problem-solving ability was analyzed using Pearson correlation. The results revealed that the N gain score of problem-solving ability was increased from 0.56 in the first topic to 0.7 in the next three topics. The average of MSR score also increased from 66.15 in the first topic to 87.23 in fourth topic. There was a positive correlation between students’ MSR and problem-solving ability. These results indicated that application of Science Technology Society integrated with MSR is an effective strategy in improving students’ problem-solving ability and MSR. The implementation of this research is to develop a lecture program as an effort to improve the learning process
References
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Creswell, J. W. (2014). Research Design: Qualitative, Quantitativeand Mixed Methods Approaches (4th Editio). Sage.
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Downing, K., Ning, F., & Shin, K. (2011). Impact of problem-based learning on student experience and metacognitive development. Multicultural Education and Technology Journal, 5(1), 55–69. https://doi.org/10.1108/17504971111121928
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Eslami Sharbabaki H, H. V. (2013). The Effect of Metacognitive Strategy Training on Social Skills and Problem - Solving Performance. Journal of Psychology & Psychotherapy, 03(04). https://doi.org/10.4172/2161-0487.1000121
F.Eldhusen. (1995). Creativity: A Knowledge Base, Metacognitive Skills, and Personality Factors. The Journal of Creative Behavior, 29(4), 255–268. https://doi.org/10.1002/j.2162-6057.1995.tb01399.x
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G.Polya. (2004). How to Solve it. In Stochastic Optimization in Continuous Time. https://doi.org/10.1017/cbo9780511616747.007
Gurcay, D., & Ferah, H. O. (2018). High School Students’ Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs. Journal of Education and Training Studies, 6(4), 125. https://doi.org/10.11114/jets.v6i4.2980
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Kapici, H. O., Akcay, H., & Yager, R. E. (2017). Comparison of Science-Technology-Society Approach and Textbook Oriented Instruction on Students ’ Abilities to Apply Science Concepts. International Journal of Progressive Education, 13(2), 6–13. https://eric.ed.gov/?id=EJ1145588
Kristiani, N., Susilo, H., Rohman, F., & Aloysius, D. C. (2015). The contribution of students’ metacognitive skills and scientific attitude towards their academic achievements in biology learning implementing Thinking Empowerment by Questioning (TEQ) learning integrated with inquiry learning (TEQI). International Journal of Educational Policy Research and Review, 2(9), 113–120. http://dx.doi.org/10.15739/IJEPRR.020
Linden, J. Van Der, Schilt-mol, T. Van, & Nieuwenhuis, L. (2021). Learning for a Summative Assessment : The Relationship between Students ’ Academic Achievement and Self-Regulated Learning. 351–367. https://doi.org/10.4236/jss.2021.910025
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137–156. https://doi.org/10.1007/s11409-010-9054-4
Martinez. (2015). What Is Poblem Solving ? Phi Delta Kappa International, 79(8), 605–609. https://www.aapt.org/Conferences/newfaculty/upload/Martinez-Problem-Solving.pdf
Marzano, Robert J; Kendall, J. S. (2007). Designing & Assessing Educational Objectives: Applying the New Taxonomy. In Biochemical Journal (Vol. 380, Issue 3).
Merkel, S. M. (2016). American Society for Microbiology resources in support of an evidence-based approach to teaching. July, 1–7. https://doi.org/10.1093/femsle/fnw172
Miller, N., & Connolly, M. (2014). Journal of College Reading Problem Solving with a Metacognitive Thrust. July 2015. https://doi.org/10.1080/10790195.1990.10849950
Mytkowicz, P., & Steinberg, B. (2009). Metacognition as a Learning Outcome in a Postsecondary Strategic Learning Course Disabilty. Journal If Postsecondary Education AndAssessing, 27(1), 51–62. https://eric.ed.gov/?id=EJ1029627
NRC. (1996). National Science Education Standars ; Science and Technology Standards. In National Academy Press, Washington DC. National Academy Press,Washington DC. https://doi.org/10.17226/4962
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024
Safari, Y., & Meskini, H. (2016). The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences. 8(1), 150–156. https://doi.org/10.5539/gjhs.v8n1p150
Saputri, W., & Corebima, A. D. (2020). The Correlation between Metacognitive Skills and Cognitive Learning Results of Biology Pre-service Teachers on Different Learnings. Journal of Turkish Science Education, 17(4), 487–503. https://doi.org/10.36681/tused.2020.40
Schneider, M., Preckel, F., Schneider, M., & Preckel, F. (2017). Variables Associated With Achievement in Higher Education : A Systematic Review of Meta-Analyses Variables Associated With Achievement in Higher Education : A Systematic Review of Meta-Analyses. Psychological Bulletin, online Fir(March), 1–36. https://psycnet.apa.org/doi/10.1037/bul0000098
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. In Contemporary Educational Psychology (Vol. 19, Issue 4, pp. 460–475). https://doi.org/10.1006/ceps.1994.1033
Schunk Dale H &, & Ertmer, P. A. (2000). INTERVENTIONS AND APPLICATIONS OF SELF REGULATION : Self Regulation and Academic Learning. In Academic Press. Academic Press.
Schuster, C., Stebner, F., & Wirth, J. (2020). Transfer of metacognitive skills in self-regulated learning : an experimental training study. Journal Metacognition and Learning. https://doi.org/10.1007/S11409-020-09237-5, 15, 455–477
Sebesta, A. J., & Speth, E. B. (2017). How should i study for the exam? Self-regulated learning strategies and achievement in introductory biology. CBE Life Sciences Education, 16(2), 1–12. https://doi.org/10.1187/cbe.16-09-0269
Siegesmund, A. (2017). Using self-assessment to develop metacognition and self-regulated learners. Journals Investing in Science, October 2016, 1–4. https://doi.org/10.1093/femsle/fnx096
Spellman, K. V., Deutsch, A., Mulder, C. P. H., & Carsten-Conner, L. D. (2016). Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change? Ecosphere, 7(8), 1–19. https://doi.org/10.1002/ecs2.1411
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Swanson, H. L. (1990). Influence of Metacognitive Knowledge and Aptitude on Problem Solving. Journal of Educational Psychology, 82(2), 306–314. https://psycnet.apa.org/doi/10.1037/0022-0663.82.2.306
Tanner, K. D. (2012). Approaches to Biology Teaching and Learning Promoting Student Metacognition. CBE-Life Sciences Education, 11, 113–120. https://doi.org/10.1187/cbe.12-03-0033
Timmis, K., de Vos, W. M., Ramos, J. L., Vlaeminck, S. E., Prieto, A., Danchin, A., Verstraete, W., de Lorenzo, V., Lee, S. Y., Brüssow, H., Timmis, J. K., & Singh, B. K. (2017). The contribution of microbial biotechnology to sustainable development goals. Microbial Biotechnology, 10(5), 984–987. https://doi.org/10.1111/1751-7915.12818
Timmis, K., Timmis, J., & Jebok, F. (2020). The urgent need for microbiology literacy in society: children as educators. In Microbial Biotechnology (Vol. 13, Issue 5, pp. 1300–1303). https://doi.org/10.1111/1751-7915.13619
Vrieling, E. M., Bastiaens, T. J., & Stijnen, S. (2012). Effects of increased self-regulated learning opportunities on student teachers ’ metacognitive and motivational development. International Journal of Educational Research, 53, 251–263. https://doi.org/10.1016/j.ijer.2012.03.014
Webb, G. (2016a). Learning through Teaching: A Microbiology Service-Learning Experience. Journal of Microbiology & Biology Education, 17(1), 86–89. https://doi.org/10.1128/jmbe.v17i1.997
Webb, G. (2016b). Scientific Citizenship Learning through Teaching : A Microbiology Service-Learning Experience †. Journal of Microbiology & Biology Education, 17(1), 86–89. http://dx.doi.org/10.1128/Jmbe.V17i1.997
Yager, R. E., Choi, A., Yager, S. O., & Akcay, H. (2009). A Comparison of Student Learning in STS vs Those in Directed Inquiry Classes. Electronic Journal of Science Education, 13(2), 186–208. http://ezproxy.haifa.ac.il/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508035172&site=ehost-live&scope=site
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
Amadasun, S. (2020). Social work and COVID-19 pandemic: An action call. International Social Work, 63(6), 753–756. https://doi.org/10.1177/0020872820959357
Barber, L. K., Bagsby, P. G., Grawitch, M. J., & Buerck, J. P. (2011). Facilitating Self-Regulated Learning With Technology:Evidence for Student Motivation and Exam Improvement. Teaching of Psychology, 38(4), 303–308. https://doi.org/10.1177/0098628311421337
Bettencourt, C., Velho, J. L., & Almeida, P. A. (2011). Biology teachers’ perceptions about Science-Technology-Society (STS) education. Procedia - Social and Behavioral Sciences, 15, 3148–3152. https://doi.org/10.1016/j.sbspro.2011.04.262
Creswell, J. W. (2014). Research Design: Qualitative, Quantitativeand Mixed Methods Approaches (4th Editio). Sage.
Delvecchio F. (2011). NSTUDENTS‟ USE OF METACOGNITIVE SKILLS WHILE PROBLEM SOLVING IN HIGH SCHOOL CHEMISTRY. Queen‟s University Kingston,.
Downing, K., Ning, F., & Shin, K. (2011). Impact of problem-based learning on student experience and metacognitive development. Multicultural Education and Technology Journal, 5(1), 55–69. https://doi.org/10.1108/17504971111121928
Ebomoyi, J. I. (2020). Metacognition and Peer Learning Strategies as Predictors in Problem-Solving Performance in Microbiology †. Journal of Microbiology & Biology Education, 21(1), 1–9. https://doi.org/10.1128/jmbe.v21i1.1715
Erlin. (2020). Use of metacognitive regulation strategies to increase student academic achievement in microbiology course Use of metacognitive regulation strategies to increase student academic achievement in microbiology course. Journal of Physics: Conference Series PAPER, 1–6. https://doi.org/10.1088/1742-6596/1521/4/042016
Eslami Sharbabaki H, H. V. (2013). The Effect of Metacognitive Strategy Training on Social Skills and Problem - Solving Performance. Journal of Psychology & Psychotherapy, 03(04). https://doi.org/10.4172/2161-0487.1000121
F.Eldhusen. (1995). Creativity: A Knowledge Base, Metacognitive Skills, and Personality Factors. The Journal of Creative Behavior, 29(4), 255–268. https://doi.org/10.1002/j.2162-6057.1995.tb01399.x
Freeman, E. E., Karayanidis, F., & Chalmers, K. A. (2017). Learning and Individual Di ff erences Metacognitive monitoring of working memory performance and its relationship to academic achievement in Grade 4 children. Learning and Individual Differences, 57(June), 58–64. https://doi.org/10.1016/j.lindif.2017.06.003
G.Polya. (2004). How to Solve it. In Stochastic Optimization in Continuous Time. https://doi.org/10.1017/cbo9780511616747.007
Gurcay, D., & Ferah, H. O. (2018). High School Students’ Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs. Journal of Education and Training Studies, 6(4), 125. https://doi.org/10.11114/jets.v6i4.2980
Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Educational Technology and Society, 15(1), 38–52. https://www.jstor.org/stable/pdf/jeductechsoci.15.1.38.pdf?casa_token=xwZ-EuhQvHYAAAAA:hyqDUZHl8EfRu2fxpV41NqvyfDC25YHEs3357HkkNmNpdQ7wP5EdgrUdPVCuhA6yCi1AwfHbrBNtJpd4fo_buF_cxYUKTo8Fj1mn-LrHLMWr_QN7wKMQ
Isaacson, R. M., & Fujita, F. (2006). Metacognitive knowledge monitoring and self-regulated Learning: Academic success and reflections on learning. Journal of Scholarship of Teaching and Learning, 6(1), 39–55. http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,uid&db=eric&AN=EJ854910&site=ehost-live&scope=site
Kapici, H. O., Akcay, H., & Yager, R. E. (2017). Comparison of Science-Technology-Society Approach and Textbook Oriented Instruction on Students ’ Abilities to Apply Science Concepts. International Journal of Progressive Education, 13(2), 6–13. https://eric.ed.gov/?id=EJ1145588
Kristiani, N., Susilo, H., Rohman, F., & Aloysius, D. C. (2015). The contribution of students’ metacognitive skills and scientific attitude towards their academic achievements in biology learning implementing Thinking Empowerment by Questioning (TEQ) learning integrated with inquiry learning (TEQI). International Journal of Educational Policy Research and Review, 2(9), 113–120. http://dx.doi.org/10.15739/IJEPRR.020
Linden, J. Van Der, Schilt-mol, T. Van, & Nieuwenhuis, L. (2021). Learning for a Summative Assessment : The Relationship between Students ’ Academic Achievement and Self-Regulated Learning. 351–367. https://doi.org/10.4236/jss.2021.910025
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137–156. https://doi.org/10.1007/s11409-010-9054-4
Martinez. (2015). What Is Poblem Solving ? Phi Delta Kappa International, 79(8), 605–609. https://www.aapt.org/Conferences/newfaculty/upload/Martinez-Problem-Solving.pdf
Marzano, Robert J; Kendall, J. S. (2007). Designing & Assessing Educational Objectives: Applying the New Taxonomy. In Biochemical Journal (Vol. 380, Issue 3).
Merkel, S. M. (2016). American Society for Microbiology resources in support of an evidence-based approach to teaching. July, 1–7. https://doi.org/10.1093/femsle/fnw172
Miller, N., & Connolly, M. (2014). Journal of College Reading Problem Solving with a Metacognitive Thrust. July 2015. https://doi.org/10.1080/10790195.1990.10849950
Mytkowicz, P., & Steinberg, B. (2009). Metacognition as a Learning Outcome in a Postsecondary Strategic Learning Course Disabilty. Journal If Postsecondary Education AndAssessing, 27(1), 51–62. https://eric.ed.gov/?id=EJ1029627
NRC. (1996). National Science Education Standars ; Science and Technology Standards. In National Academy Press, Washington DC. National Academy Press,Washington DC. https://doi.org/10.17226/4962
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024
Safari, Y., & Meskini, H. (2016). The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences. 8(1), 150–156. https://doi.org/10.5539/gjhs.v8n1p150
Saputri, W., & Corebima, A. D. (2020). The Correlation between Metacognitive Skills and Cognitive Learning Results of Biology Pre-service Teachers on Different Learnings. Journal of Turkish Science Education, 17(4), 487–503. https://doi.org/10.36681/tused.2020.40
Schneider, M., Preckel, F., Schneider, M., & Preckel, F. (2017). Variables Associated With Achievement in Higher Education : A Systematic Review of Meta-Analyses Variables Associated With Achievement in Higher Education : A Systematic Review of Meta-Analyses. Psychological Bulletin, online Fir(March), 1–36. https://psycnet.apa.org/doi/10.1037/bul0000098
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. In Contemporary Educational Psychology (Vol. 19, Issue 4, pp. 460–475). https://doi.org/10.1006/ceps.1994.1033
Schunk Dale H &, & Ertmer, P. A. (2000). INTERVENTIONS AND APPLICATIONS OF SELF REGULATION : Self Regulation and Academic Learning. In Academic Press. Academic Press.
Schuster, C., Stebner, F., & Wirth, J. (2020). Transfer of metacognitive skills in self-regulated learning : an experimental training study. Journal Metacognition and Learning. https://doi.org/10.1007/S11409-020-09237-5, 15, 455–477
Sebesta, A. J., & Speth, E. B. (2017). How should i study for the exam? Self-regulated learning strategies and achievement in introductory biology. CBE Life Sciences Education, 16(2), 1–12. https://doi.org/10.1187/cbe.16-09-0269
Siegesmund, A. (2017). Using self-assessment to develop metacognition and self-regulated learners. Journals Investing in Science, October 2016, 1–4. https://doi.org/10.1093/femsle/fnx096
Spellman, K. V., Deutsch, A., Mulder, C. P. H., & Carsten-Conner, L. D. (2016). Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change? Ecosphere, 7(8), 1–19. https://doi.org/10.1002/ecs2.1411
Sucilestari, R., & Arizona, K. (2018). Peningkatan kecakapan Hidup Melalui Pembelajaran Sains Berbasis Proyek. Prosiding Semnas Pendidikan Biologi, 505–511. https://jurnalfkip.unram.ac.id/index.php/SemnasBIO/article/view/700
Sunil, N. P. (2021). Encouraging multiculturalism in social work education and practice: responding to Covid 19 pandemic. Social Work Education, 00(00), 1–8. https://doi.org/10.1080/02615479.2021.1887118
Swanson, H. L. (1990). Influence of Metacognitive Knowledge and Aptitude on Problem Solving. Journal of Educational Psychology, 82(2), 306–314. https://psycnet.apa.org/doi/10.1037/0022-0663.82.2.306
Tanner, K. D. (2012). Approaches to Biology Teaching and Learning Promoting Student Metacognition. CBE-Life Sciences Education, 11, 113–120. https://doi.org/10.1187/cbe.12-03-0033
Timmis, K., de Vos, W. M., Ramos, J. L., Vlaeminck, S. E., Prieto, A., Danchin, A., Verstraete, W., de Lorenzo, V., Lee, S. Y., Brüssow, H., Timmis, J. K., & Singh, B. K. (2017). The contribution of microbial biotechnology to sustainable development goals. Microbial Biotechnology, 10(5), 984–987. https://doi.org/10.1111/1751-7915.12818
Timmis, K., Timmis, J., & Jebok, F. (2020). The urgent need for microbiology literacy in society: children as educators. In Microbial Biotechnology (Vol. 13, Issue 5, pp. 1300–1303). https://doi.org/10.1111/1751-7915.13619
Vrieling, E. M., Bastiaens, T. J., & Stijnen, S. (2012). Effects of increased self-regulated learning opportunities on student teachers ’ metacognitive and motivational development. International Journal of Educational Research, 53, 251–263. https://doi.org/10.1016/j.ijer.2012.03.014
Webb, G. (2016a). Learning through Teaching: A Microbiology Service-Learning Experience. Journal of Microbiology & Biology Education, 17(1), 86–89. https://doi.org/10.1128/jmbe.v17i1.997
Webb, G. (2016b). Scientific Citizenship Learning through Teaching : A Microbiology Service-Learning Experience †. Journal of Microbiology & Biology Education, 17(1), 86–89. http://dx.doi.org/10.1128/Jmbe.V17i1.997
Yager, R. E., Choi, A., Yager, S. O., & Akcay, H. (2009). A Comparison of Student Learning in STS vs Those in Directed Inquiry Classes. Electronic Journal of Science Education, 13(2), 186–208. http://ezproxy.haifa.ac.il/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508035172&site=ehost-live&scope=site
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. https://doi.org/10.3102/0002831207312909
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2024-05-07
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Erlin, E., Rahmat, A. ., & Purwianingsih, W. . (2024). Metacognitive self regulation integrated with science technology society to improving problem solving ability in microbiology courses. Biosfer: Jurnal Pendidikan Biologi, 17(1), 204–214. https://doi.org/10.21009/biosferjpb.38102
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