Abstract
This study aimed to investigate the effects of reflection-oriented inquiry instruction on Grade 9 students’ understanding on the Nature of Science (NOS) specifically on the aspects of observation and inference, and imagination and creativity. The study employed quasi-experimental research design with pretest-posttest control group design. The participants of the study involved two intact sections of Grade 9 junior high school students of Balindong National High School. An 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 level with more than half of the students demonstrated informed level while all the students in the experimental group demonstrated informed level in the two Nature of Science (NOS) aspects. Another is that, there is a significant difference between the control and experimental group at .05 level of significance in favor of the experimental group in the two Nature of Science (NOS) aspects. Apparently, on the average, the Reflection-Oriented Inquiry Approach was found to be beneficial in promoting students’ understanding on the Nature of Science (NOS).
Author Information
Asnaifa B. Pangandaman, Mindanao State University, Philippines
Bartolome L. Cagas, Mindanao State University, Philippines
Paper Information
Conference: SEACE2023
Stream: Teaching Experiences
This paper is part of the SEACE2023 Conference Proceedings (View)
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To cite this article:
Pangandaman A., & Cagas B. (2023) Effects of Reflection-Oriented Inquiry Instruction on Grade 9 Students’ Understanding on the Nature of Science ISSN: 2435-5240 The Southeast Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2435-5240.2023.3
To link to this article: https://doi.org/10.22492/issn.2435-5240.2023.3
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