Hypotheses:
This study uses an intervention
(4-Phase EMPNOS) to find out if students can be taught to think scientifically
on a metacognitive level and seeks to answer the following questions: (a) What
is the effect of 4-Phase EMPNOS on science students’ content knowledge,
knowledge about the nature of science, metacognition, and self-regulatory
efficacy? It is hypothesized that students exposed to the intervention would
report a higher level of content and nature of science knowledge, metacognition
and self-regulatory efficacy. (b) How are the specific constructs of science
content knowledge, knowledge about the nature of science, metacognition, and
self-regulatory efficacy related to each other when students complete
activities with embedded metacognitive prompts? It is hypothesized that science
content knowledge and knowledge about the nature of science are positively
correlated and that knowledge about the nature of science, metacognition and
self-regulatory efficacy are positively correlated. (c) What characterizes the
shared experiences of students who use 4-Phase EMPNOS and students who do not
use 4-Phase EMPNOS? and (d) In what ways do students approach activities with
embedded metacognitive prompts and activities without metacognitive prompts?
Table 1. Correlations between Content Knowledge, Metacognition, and Nature of
Science Knowledge
|
Variable |
1 |
2 |
3 |
4 |
5 |
6 |
|
1. Test of Electricity and Magnetism Knowledge (TEMK) |
1.00 |
|
|
|
|
|
|
2. Metacognition Orientation Scale-Science (MOLE-S) |
.07 |
1.00 |
|
|
|
|
|
4. Metacognition of the Nature of Science Scale (MONOS) |
.41** |
.55** |
1.00 |
|
|
|
|
5. Views of the Nature of Science Scale (VNOS) |
.52** |
.01 |
.28* |
1.00 |
|
|
|
6. Self-efficacy of Learning Scale (SELF) |
.29* |
.46** |
.63** |
.27* |
1.00 |
1.00 |
** Correlation is significant
at the 0.01 level
* Correlation is significant at the 0.05 level
Table 2. Means and Standard Deviations of Pre- and Post-Measures by Group
|
Variable |
M |
(SD) |
||
|
|
Control |
Experimental |
Control |
Experimental |
|
Test of Electricity and Magnetism Knowledge (TEMK)
Pre-test |
.56 |
.60 |
.357 |
.408 |
|
Test of Electricity and Magnetism Knowledge (TEMK)
Post-test |
1.54 |
1.89 |
.474 |
.396 |
|
Metacognitive Orientation – Science Scale (MOLES-S)
Pre-test |
3.64 |
3.65 |
.576 |
.410 |
|
Metacognitive Orientation – Science Scale (MOLES-S)
Post-test |
3.93 |
3.83 |
.558 |
.528 |
|
Metacognition of Nature of Science Scale (MONOS) Pre-test |
3.80 |
3.60 |
.576 |
.506 |
|
Metacognition of Nature of Science Scale (MONOS) Post-test |
3.83 |
3.83 |
.598 |
.493 |
|
Views of the Nature of Science – Form B (VNOS-B) Pre-test |
1.01 |
1.04 |
.478 |
.322 |
|
Views of the Nature of Science – Form B (VNOS-B) Post-test |
1.14 |
1.45 |
.564 |
.368 |
|
Self-efficacy of Learning Scale (SELF) Pre-test |
7.00 |
7.20 |
1.37 |
1.20 |
|
Self-efficacy of Learning Scale (SELF) Mid-test |
7.13 |
7.11 |
1.37 |
1.53 |
|
Self-efficacy of Learning Scale (SELF) Post-test |
7.42 |
7.68 |
1.36 |
1.84 |
Table 2. Pre- and Post-Measures Comparison of Means
Group
|
|
Control |
Experimental |
||||
|
Variables |
Pre |
Post |
Mid |
Pre |
Post |
Mid |
|
Test of Electricity and Magnetism
Knowledge (TEMK) |
.56 |
1.54 |
|
.6 |
1.89 |
|
|
Metacognitive Orientation Scale –
Science (MOLES-S) |
3.64 |
3.93 |
|
3.65 |
3.83 |
|
|
Metacognition of Nature of Science
Scale (MONOS) |
3.80 |
3.83 |
|
3.60 |
3.83 |
|
|
Views of the Nature of Science
Version B (VNOS-B) |
1.01 |
1.14 |
|
1.04 |
1.45 |
|
|
Self-Efficacy of Learning Scale
(SELF) |
7.00 |
7.13 |
7.42 |
7.20 |
7.11 |
7.68 |