Effects of Reflection-Oriented Inquiry Instruction on Grade 9 Students’ Understanding on the Nature of Science

Conference: The Southeast Asian Conference on Education (SEACE2023)
Title: Effects of Reflection-Oriented Inquiry Instruction on Grade 9 Students’ Understanding on the Nature of Science
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Virtual Presentation
Authors:
Asnaifa Pangandaman, Institute of Science Education, Mindanao State University, Marawi City, Philippines
Bartolome Cagas, Mindanao State University-Marawi, Philippines

Abstract:

This study aimed to investigate the effects of Reflection – Oriented Inquiry Instructional Approach (ROIIA) on Grade 9 students’ understanding on the nature of science. The study employed quasi – experimental design. The participants of the study involved two intact sections of Grade 9 junior high school students of Balindong National High School of school year 2017 – 2018. One adopted instrument – Students’ Understanding on Science and Scientific Inquiry Questionnaire (SUSSI - Q) was used. The findings of the study revealed that the control group of students demonstrated transitionary and informed levels and none in the naive with more than half of the students demonstrated informed level while all the students in the experimental group demonstrated informed level in the two NOS aspects. Another is that, there is a significant difference between the control and experimental group at 0.05 level of significance in favor of the experimental group in the two NOS aspects. Apparently, on the average, the Reflection – Oriented Inquiry Instructional Approach (ROIIA) was found to be beneficial in promoting experimental group of students’ NOS understanding.

Virtual Presentation

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