KESAN PENGAJARAN INKUIRI KE ATAS PENAAKULAN SAINTIFIK PELAJAR PRAUNIVERSITI DALAM GENETIK MENDEL DAN HUBUNGANNYA DENGAN KEPERCAYAAN EPISTEMOLOGI
| dc.contributor.author | SYED IDROS, SHARIFAH NORHAIDAH | |
| dc.date.accessioned | 2015-12-06T05:45:42Z | |
| dc.date.available | 2015-12-06T05:45:42Z | |
| dc.date.issued | 2002-05 | |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1336 | |
| dc.subject | PENAAKULAN SAINTIFIK | en_US |
| dc.subject | EPISTEMOLOGI | en_US |
| dc.title | KESAN PENGAJARAN INKUIRI KE ATAS PENAAKULAN SAINTIFIK PELAJAR PRAUNIVERSITI DALAM GENETIK MENDEL DAN HUBUNGANNYA DENGAN KEPERCAYAAN EPISTEMOLOGI | en_US |
| dc.type | Thesis | en_US |
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