KESAN PENGAJARAN INKUIRI KE ATAS PENAAKULAN SAINTIFIK PELAJAR PRAUNIVERSITI DALAM GENETIK MENDEL DAN HUBUNGANNYA DENGAN KEPERCAYAAN EPISTEMOLOGI
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Date
2002-05
Authors
SYED IDROS, SHARIFAH NORHAIDAH
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Abstract
Mendelian Genetics have long been identified as an important school subject but it is
perceived as difficult because it requires students to operate at a higher level of scientific
reasoning as well as mastery of theoretical genetic concepts. This study was done to look
into the benefits of using the learning cycle and scaffolding in enhancing problem solving
in genetics afJ.d sci~ntific reasoning capabilities on preuniversity students (N=262). This
study also looked into the students' epistemological beliefs together with changes in the
construct alongside changes in their scientific reasoning.
This study employed a factorial 3 X 2 design. The first factor is the instructional
method that is comprised of the learning cycle coupled with higher-order questions as
cognitive scaffolding, the learning cycle with no cognitive scaffolding and lastly, the
traditional approach of lecture and tutorial routine. The second factor is performance on
genetics problem solving of high and low achieving students as well as the level of
scientific reasoning which is empirical-inductive and hypothetical-deductive.
·The results of performance on problem solving in Mendelian Genetics showed that
the learning cycle with cognitive scaffolding succeeded in enhancing the performance of
both the high and low achieving students. Analyses done on scientific reasoning levels
showed that the learning cycle with cognitive scaffolding succeeded in enhancing the
performance of the empirical-inductive as well as the hypothetical-deductive on problem
solving in Mendelian Genetics.
Analyses on scientific reasoning showed that the learning cycle with cognitive
scaffolding succeeded in enhancing the performance of the hypothetical-deductive
students. The learning cycle with cognitive scaffolding and the learning cycle with no
cognitive scaffolding were shown to have the same effect on the empirical-inductive
stUdents but nevertheless enhanced scientific reasoning performance.
The results also showed that the epistemological dimensions held by the students
were (1) Learning is Quick, (2) Knowledge is SimplelPassed Down from Authority, (3)"
Ability is Innate and (4) Knowledge is Certain. Analysis done on the epistemological
scores as a unidimensional construct showed that students who experienced intervention in
the form of the learning cycle with cognitive scaffolding exhibited a movement towards a
more sophisticated level. However, when taken as a multidimensional construct, none of
the dimensions extracted could be identified as a predictor for scientific reasoning. The
factor structure of the students epistemological beliefs were complex and can best be
desc"ribed as ~till_beingiI)..a state of transition.
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Keywords
PENAAKULAN SAINTIFIK , EPISTEMOLOGI