STUDENT UNDERSTANDING AND METACOGNITION IN LEARNING SCIENCE

STUDENT UNDERSTANDING AND METACOGNITION IN LEARNING SCIENCE.

TABLE OF CONTENTS. SELF INTRODUCTION. GROUP RELATED WORKS.

Hi! I am Trisha Mae Santos, a third-year biology major at Philippine Normal University-Manila..

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Exit Ticket Before you leave class today, answer the following questions. santos.tmp@pnu.edu.ph (not shared) Switch account * Required Name (Surname, Given, MI) Santos, Trisha Mae P. Draft saved.

individual outputs.

ASSESSMENT NO.1. Principle-based Concepts Framework Theories xperience based Belief Systems Science Knowledge Intuitive Understandings Knowledge & Understanding isconceptions Learning Mechanism cience Literac Fragmented Synthetic Student Growth P roblem Solving Scientific Method Hypothesis Makin Process Conceptual Integration Assessment Critical Thinking Communication 21st Century Skills ollaboration Santos, Trisha Mae 111-22 BSCIEBIO Assessment #1.

This mind map shows the significant words related to learning science. As the student's science knowledge develops, they must also create a room for the new concepts and belief systems that co- exist with the framework theories that are considered as principle-based and known to be their organized intuitive understanding. Their basic science knowledge is linked to the belief systems that are merely experienced-based. The learning mechanisms of the students deal with how they interpret new concepts in light of their prior knowledge, which usually results in misconceptions that could be distinguished between fragmented and synthetic conceptions. In addition, the student's growth is very much affected by the appropriate learning mechanism that will work on them as they grasp the scientific concepts that can either strengthen their understanding of science or make them view science from an undesirable perspective. In the present day, learning science must develop student skills to achieve successful learning inside the classroom. These skills under the 21st-century skill include collaboration, communication, critical thinking, and as well as scientific literacy that would help to ensure that students can thrive in the world. For the process of science learning, the teacher needs to measure the learner's knowledge and understanding as it is a factor to consider especially when choosing the right strategies and methods to be applied in teaching. It goes the same with the conceptual integration in teaching science that can gradually reflect the nature of science. Throughout the process, students must undergo various assessments to track their progress on learning and are expected to acquire skills such as problem- solving and as well as hypothesis making as part of their learning..

LEARNING THEORIES AND MY FUTURE TEACHING PRACTICES 1 COGNITIVISM 3 LEARNING THEORIES BEHAVIORISM 01 02 03 04 05 2 4 ccx3NlrlVISM CONSTRUCTIVISM CONNECTIVISM EXPERIENTIAL LEARNING THEORY.

ASSESSMENT NO.2 2MlN- VLOG INSIGHT Santos, Trisha Mae P. 111-22 BSCIEBIO.

Santos, Trisha Mae 111-22 BSCIEBIO Reflection no. I Knowledge of Students' Understanding of Learning Science In dealing with the first lesson about knowledge of students' understanding of leaming science, I that the student's basic understanding of the world is only based on what they have experienced. Students are not blank states when they are first exposed to leaming science, and their understanding are consisting of knowledge-in-pieces. Due to this fact, the student's early years of education must create a space for leaming and changes that will explain what the real world is in the reasoning of science. In understanding science, students must create a rcx)m in their mind for the new concepts and systems that with various framework theories. As the leamers acquire scientific knowledge, their reasoning abilities and executive functioning skills are also developed at the same time..

Name: Santos. Trisha Mae p. Reflection no.2 Contextualizing the Learning Theories for Science Learners The result of the transition and innovation of education and learning processes through time is what we have right now. Even though lots of changes already cxzurred that directly affected both teaching and leaming, education is still and enhanced over time. More than the technol(Ücal advanæment applied in the education system these days, we cannot deny the fact that everything started by the pioneer of different leaming theories and researches. In line with this lesson. I realized how effective and relevant are the leaming theories in teaching and learning, in the subject of Science. If a teacher some learning theories in his teaching methods. there would a great chance for him to have a much-organized learning system inside the classroom. Leaming theories are effective to use in building teacher and student relationships and connections. Knowing how some students struggle in leaming science, the use of such theories in teaching will a great help to gain students' interest and keep them engaged as they leam more concepts..

Name: Santos. Trisha Mae p. Reflection STUDENT UNDERSTANDING IN THE CHEMISTRY CLASSROOM Chemistry iS a very important subject as it allows the students to leam the fundamental SkillS in learning science. There are lots of learnings that the students can from this subject, such as skills in critical thinking, deductive reasoning, problem-solving, scientific methods, and communication. Learning this subject by heart can make a difference in understanding science as a whole. Even though Chemistry is just one branch of science, learning the subject is still a gradual process that does not end by studying the chemical composition, properties, and structure of cnmg:mjnds and elements. It is not always about how atoms and molecules interact. Leaming about Chemistry is just a stepping stone and a way to fully understand science. The conæpts included in this subject are all However, building the student's confidence in terms of the application of their learning is also an important matter that every teacher should not set aside..

NAME: SantQs.-11isha-Mae-P= Section: Reflection no.4 STUDENT UNDERSTANDING IN PHYSICS AND BIOLOGY IN THE CLASSROOM In leaming biology, I really like the aspect that I was able to gain an in-depth understanding of the living things on our planet. I was able to relate my learnings in real life and even had a chance to discover how every organism functions as well as how much they rely on one another to live and survive. For physÄ I like the aspect that it can somehow satisfy my curiosity by answering questions that only science can answer. Considering that physics is a branch of science cnnærned with the nature and properties of matter and energy, I was able to relate my leamings to the things that I observe on a daily basis. An example of this is the heat transfer from the stove to the pot which helps me cmk food..

Name: Santos, Trisha Mae P. Section: 111-22 BSCIEBIO The Development Of Students' Understanding Science Stella Vosniadou Metacognitive Report No.' https://www.frontiersin.org/articles/10.3389ffeduc.2019.00032/full The Development of Students' Understanding Scienæ is an article that tackles how students understand or how they perceive the world in a manner that creates synthetic conceptions Students have an Intuitive Understanding that sometimes they believe in false beliefs and false mental models. The way they wrongly and understand such matters affects the reasoning of the students. It is stated in the article how science education can help to educate individuals and hinder the misconception in understanding the scientific approaches..

Name: Santos, Trisha Mae Section: 111-22 BSCIEBIO Report NO.2 A SCIENCE EDUCATION RESEARCH PROGRAM THAT LED TO THE DEVELOPMENT OF THE CONCEPT MAPPING TOOL AND A NEW MODEL FOR EDUCATION Joseph D. Novak Cornell University Institute for Human and Machine jnovak@ihmc.us, www.ihmc.us This research article is atX)ut the development of concept mapping as a and new for education. The idea developed from the (WI-ended interview of the 6-8 primary grade students served a huge on the study that led to the creation of the concept map. The researcher ended up translating the answer from the interview transcripts into a hierarchical structure of concepts and between cnncepts through the use of propositions. Out of the arrangement and hierarchical structure of the the tool we now call the concept map was invented. In the process. the researchers cnnsidered David ideas with regards to development. Ausbers focuses on how an individual acquires and learns large chunks of information and concepts through the use of visual means or text materials. Hence, there are three main ideas from Ausubel's Assimilation Theory that made an impact towards the development of this study. First, theory sees that building on prior relevant and propositions is related to the development of new meanings for the student's Second, the hierarchical order of the structure, with more general, more inclusive concepts cx:cupying higher levels in the hierarchy and more specific. Third, the meaningful leaming that ocx:urs as the relationships rm,veen cnnæpts bemrne more explicit, more precise, and better integrated with other concepts and.

Name: Santos, Trisha Mae Section: 111-22 BSCIEBIO Metacognitive Report No.3 The Effects of Scientific Reasoning Skills, English Language Proficiency and other Factors on the Acquisition of Chemistry Content Knowledge Manolito, Jr. G. Ybanez, Charmaine Sagayap, and VIC Marie I. Camacho Philippine Normal University, Taft Avenue, Manila 1000 DOI: https•]/doi.org/1026534/kimika.v27i228-37 The article seeks to examine the effects of English Language Proficiency, Scientific Reasoning Skills, and other factors on the acquisition of Chemistry content knowledge. The other factors considered are the following: primary language at home, subject interests, of graduated, family monthly income, and available studying materials. The study was done with the exact number of fifty-four (54) randomly selected preservice scienæ teachers from a state university using the one-way analysis of variance (ANOVA) and Pearson r correlation.ln the end, the article concluded that the English language proficiency does not affect Chemistry content knowledge. However, the other factors such as the primary language used at home and subject interest of the student's affect their' competency in every variable measure..

Name: Santos, Trisha Mae Section: 111-22 BSCIEBIO Metacognitive Report No.4 The Influence of Teaching Approach on Students' Conceptual Learning in Physics Lucia Bigozzi, Christian Tarchi, Carlo Fiorentini, Paola Falsini and Federica Stefanelli. https://wvm.frontiersin.orq/articles/10.3389/fpsyq.2018.02474/ful( doi: The article is the asstxiation of the applied teaching approach to the high school students' conceptual understanding of physics. Instead of measuring the efficacy of a research-designed intervention, the study on analyzing the difference between real-life teaching approaches and teaching practices. Science-related beliefs and critical thinking are the two designated control variables. Through the of thematic analysis, the existence of two main teaching approaches was revealed. First is the Approach (GCA) which aims to explain phenomena that students can observe in everyday life. The GCA teachers that the ideal teaching should start from the as well as from the students' direct Second. the Content-centered approach (CCA) that aims to transmit the skills necessary for a theoretical and abstract understanding of physical phenornena. CCA teachers that the laboratory is an important aspect in teaching Physics, however, they believe that lecture should be the starting point of teaching..

Conditional Knowledge Procedural Knowledge Planning Debugging Strategies.

group related works.

The Development of student's d OF SCIENCE Stella Vosniadou• College Ot Educatin. Psychology Social Work. Hinders University. Adelaide. SA Australia presented by: GROUP 03 | 111-22 BSCIEBIO NOCHE I PA-ALAMAN I QUINTO I RAMOS I SANTOS.

JOSHUA PA-ALA A MAE os FERDINAND DUNNE PATANA0a LESTER JOHN RE.

calla Thea of Metacognitive Awareness — Quinto. Ernestine cana Thea ¯ Pa-alaman — Quinto, Ernestine.

Concept mapping using Xmind technology as Evidence of Student's Understanding in Cell Biology. Group 03 | 111-22 BSCIEBIO.

final exam.

PCK 2: Student Understanding and Metacogo• io in Learning Scie EARNING—— Make a copy of this file and save it in the format: SURNAME, First Name Write your name here: Santos, Trisha Mae P..

Course Professor: Prof. Vic Marie I. Camacho.