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out. It can also be distinguished the manner he explains, interacts, and modifies
ideas. In science subjects, student’s scientific reasoning skills and literacy are
activities and the teacher’s teaching strategies. Thus, the competent student in
scientific reasoning skills are recognized as one who can conceptualize, explain,
describing and interpreting data. But, these skills are a sort of saddle not only
As a matter of fact, Camfield and Darunee (2006) found out that science
education in the northeast of Thailand was extremely limited for they are just
In addition, in one district of Africa, almost eight (8) of ten (10) schools
have been intake where deficiency on science literacy was found. The statistics
Council (NRC, 1996) emphasized that students should engage in the process of
2
(http://tiee.ecoed.net/vol/v5/research griffith/article.html ).
reasoning skills is now in the brink of becoming a myth. Many Filipinos are poor
experiments, results of the Social Welfare Station (SWS) survey. The survey
utilized 1,200 respondents nationwide and was conducted March 14, 2004. It
American Chamber of Commerce and Industry under the Makati Business Club.
The number who can understand experimental design after working in the
laboratory went down to 32% compared to 54% last survey. The result varied on
experimental design after working in the laboratory also dropped to 27% from
44% in 2000. The survey showed that Filipinos who cannot totally understand
http//www.abs-cbnnews.com, 2004).
conducted by the science teacher last October, 2009. It was found out that 70%
of the students are poor in reasoning skills in science subjects Thus, teachers
find ways or approaches that would certainly uplift the students reasoning skills.
3
Science Laboratory Engagement and the Reasoning Skills of Fourth Year High
in terms of:
1.1 interaction;
1.2 reflection;
1.4 modification?
school?
Hypothesis
Tagum City.
from books, journals, studies, internet sources and others. Findings of the
a suitable background and clear views on what is being emphasize on the study.
(Kremer and Walberg 1981; Oliver and Simpson 1988; Raven and Adrian 1978;
Steinkamp and Maehr 1983). Improving students’ attitudes toward science can
therefore not only ensure greater student interest but also potentially contribute
students to learn with understanding and, at the same time, engage in a process
observed that the laboratory learning environment warrants a radical shift from
occur if students were given sufficient time and opportunities for interaction and
reflection.
so that they can think about the instructional episode in such a way as to
(Driver, 1995; Osborne et al., 2004). Both are necessary, and to be effective they
Council, 2006). When to implement them for maximal effect depends on the
that were relevant to their lives Students reported that they were most interested
by the lab activities when they directly related to their lives. National Research
Council, (2006)
interact directly with the material world (or with data drawn from the material
world), using the tools, data collection techniques, models, and theories of
Interaction.
(Harel, 1992) Students have an easier communication task when they talk
and listen to their peers. In such classrooms, the style of teacher talk often
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changes: Teachers assist students with the learning task (emphasizing content)
rather than providing error correction; moreover, teachers give fewer commands
concepts, expects that students may clarify concepts and allows a variety of
students’ own ideas, builds on students’ experiences and ideas, and guides them
directly with the material world (or with data drawn from the material world), using
databases, databases of climatic events over long time periods, and other large
data sets derived directly from the material world. It does not include student
Reflection
the reflective process by placing the learner in a safe environment in which self-
problem solving that chained several ideas together by linking each idea with its
is useful in the learning process, even without the supporting research data."
the grounds that support it and the further conclusions to which it tends' (Dewey
1933: 118)
The great strength of the work of Boud, Keogh and Walker (1985) is that
'recapture their experience, think about it, mull it over and evaluate it' (ibid: 19).
Furthermore, Hatton and Smith (1995) stated that, the learner allows
finds uncertain or unique. He reflects on the phenomena before him, and on the
prior understandings which have been implicit in his behavior. He carries out an
phenomena and a change in the situation. He does not keep means and ends
does not separate thinking from doing. Because his experimenting is a kind of
discussion among the teacher and the students, although there is evidence that
reflecting on one’s own thinking is essential for students to make meaning out of
problem by sharing ideas and plans at school. This presents a more cooperative
situation, where hopefully sharing of control will lead to sharing of ideas and
Explanation.
issues. Some background orientation will be useful before turning to the details of
science sometimes provides explanations (rather than something that falls short
explanations. It is thus assumed that there is (at some suitably abstract and
“science” and those explanations that are not, and, second, a contrast between
“explanation” and something else. However, with respect to the first contrast, the
tendency in much of the recent philosophical literature has been to assume that
science and at least some forms of explanation found in more ordinary non-
scientific contexts, with the latter embodying in a more or less inchoate way
features that are present in a more detailed, precise, rigorous etc. form in the
capture what is common to both scientific and at least some more ordinary forms
of explanation. These assumptions help to explain (what may otherwise strike the
explanation so often move back and forth between examples drawn from bona-
fide science (e.g., explanations of the trajectories of the planets that appeal to
Newtonian mechanics) and more homey examples involving the tipping over of
Students are encouraged to discuss their existing ideas about the science
concept and their emerging ideas during the course of their laboratory
experiences, both with their peers and with the teacher. The sequence of
concept under study and the process through which scientific concepts are
Modification.
believed to contribute not only in content knowledge but also in the development
science”, which means that they are using the methods and processes of science
to investigate phenomena, solve problems and follow interests that the students
have. Unless one knows what to do (and why), and unless one has the
laboratory skills to do it, one cannot ‘do science’ – at least, not well and not
successfully. Thus, the target for practical work assessment becomes doing
science well. He defines a three element model, where one of the elements is:
“the ability to plan & design “powerful” experiments that test or illustrate a theory
in an elegant way”.
so on. Both of these aspects of doing science can only be gained by experience
“Planning” is also one of the tree elements proposed for the assessment
Reasoning Skills
influences from within an adolescent's family, peer group, or self (e.g., self-
esteem, locus of control). Some cultural and societal factors which influence
ethnicity (Gordon, 1996).This skills are those processes basic to cognition of all
forms. (Benchmarks for Science Literacy: A tool for curricular reform, The
answer questions in natural, behavioral and social sciences. The methods also
help students understand how technology and science will affect their lives, the
with the methods science including hypothesis formation and testing, systematic
Mnemonic Skills
This skill enables the thinker to transfer information to and from long-term
learners, they used mimetic reconstructions in which the information was simply
were shown interacting pictorially with relevant target information. When abstract
information was linked with acoustically familiar keywords. They found not only
that these strategies were extremely effective, but also that the students were
previous mnemonic instruction, (2) provided explicit attribution training. This last
consisted of making comments such as, “You have learned this information
Matching skills
(1993). There are five types of matching skills: Categorization enables learners
idea. When you look at an animal and call it a cat, you are categorizing. When
you listen to a comedian and decide that a particular story was a stupid joke, you
something you already know, you are categorizing. In the sense that it is used
match the pattern of information from one area to that found in another area. This
scratch when learners encounter new information. Instead, the learner takes
15
information that already exists for a different purpose and adapts it to a new
different objects or ideas and using existing knowledge about the first set of
person reading Chapter 6 of this book might realize that the short-term memory
is similar to random access memory (RAM) and that long-term memory is similar
to a hard drive. By using this analogy, the person would have a basis for
between them. Analogical reasoning enables learners to combine the first two
new information and new relationships more effectively. A very large number of
programs that train students to improve their thinking skills include an analogical
logic to see if the information is valid or true. For example, students can learn to
follow the rules of deductive and inductive logic and to look for and avoid specific
analyzing the logic of that value system. For example, a learner might decide that
a con cept or a solution to a problem represents "the way things should be" and
information (e.g., the exact names of the people in an anecdote) is not really
worth remembering.
Metacognitive skills
and their ability to understand, control, and manipulate their own cognitive
processes. Metacognitive skills are important not only in school, but throughout
life.
person who has learned to learn. These include Metamemory. This refers to the
learners' awareness of and knowledge about their own memory systems and
for a particular memory task, and (c) knowledge of how to use a given memory
repair strategies when failures are identified. Self-Regulation. This term refers to
learning. The concept of self-regulation overlaps heavily with the preceding two
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terms; its focus is on the ability of the learners themselves to monitor their own
necessary to invoke and employ these strategies on their own. To learn most
effectively, students should not only understand what strategies are available and
the purposes these strategies will serve, but also become capable of adequately
Executive procedures are the final set of basic reasoning skills. These
skills are executive in the sense that they coordinate a set of other skills in order
help learners build new cognitive structures or drastically restructure old ones.
(They act much like the executives in corporations, who coordinate the activities
of other employees in order to achieve commercial goals.) There are three basic
stated in what the learner saw or heard. Learners use such skills as
make these inferences. There are two reasons why elaboration is necessary: (1)
the learning situation (book, teacher, problem setting, etc.) may provide
incomplete information, or (2) the learner may not perceive all the information
learners are capable of elaboration, then both teachers and learners should take
automatically. Teachers skip details that learners can easily infer - if they didn't,
their presentations would become unduly long and boring. Likewise, learners do
not attend to every detail of a presentation; they focus on important details and
18
infer others. {That is why proofreading is a different task than reading. Good
readers do not focus on every letter in every sentence they read. They catch the
important ideas and fill in the rest, because they know it is there.}Good learners
make good inferences regarding what they need to fill in. On the other hand,
some learners make incredibly inaccurate inferences, and this leads to learning
problems. Students who make bad inferences can become much better thinkers
content area. Almost everything a learner does can be viewed as directed toward
many ways, but it usually consists of describing the problem, determining the
Newell & Simon (1972), Chipman, Segal, & Glaser (1985), Gagne (1985),
Chance (1986), Lesgold (1988), Perkins & Salomon (1989), Gagne, Yekovich, &
Yekovich (1993). Since the solution to problems often requires original thinking,
composition skills are often taught in English or language arts classes, they are
employed in all areas of the curriculum. For example, social studies students
may use their composing skills to integrate their ideas regarding the causes of
the American Civil War or the progress of the human rights movement.
This study was anchored on the concept of Abel and Lederman (2001).
That students’ opportunity to have some control of their activities can be offered
held ideas about natural phenomena, and reconstructing their ideas. Though a
complex process, meaningful learning in the laboratory can occur if students are
given sufficient time and opportunities to interact, reflect, explain, and modify
their ideas.
that teachers must sequence complex ideas and experiences in ways that enable
Reasoning Skills
20
the dependent variable is on the Scientific Reasoning Skills of Fourth Year High
School Students in Tagum City with the indicators namely: Storage and Retrieval
Modification
Moderator
School
Parents. They may appreciate and become aware of the weight of laboratory
supportive to the needs of students. Furthermore, this will guide them in decision
making for the enhancement of the curriculum and most especially the
Definition of Terms
objects where the action has an impact on each other. (wikipedia.com). In this
study it refers the students do their activities, present their outputs (answers)
((http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy7/edpsy7_reaso
ning.htm)
Mnemonic Skills enable the thinker to transfer information to and from long-term
memory.
(http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy7/edpsy7_reason
ing.htm).