Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Problem-based learning with metacognitive prompts for enhancing argumentation and critical thinking of secondary school students
1
Department of Biology, Faculty of Mathematics and Natural Sciences, Universitas Negeri Malang, INDONESIA
2
Department of Biology, Faculty of Science and Technology, Universitas Islam Negeri Maulana Malik Ibrahim Malang, INDONESIA
Publication date: 2022-08-02
EURASIA J. Math., Sci Tech. Ed 2022;18(9):em2148
KEYWORDS
ABSTRACT
Science education in the 21st century emphasizes the development of argumentation and critical
thinking (CT) skills for socioscientific issues (SSIs), which students can also apply to any subject,
such as biology. This study aimed to determine the effect of problem-based learning with
metacognitive prompts (M-PBL) on students’ argumentation and CT. This study employed a quasi-experimental design using a pre- and post-test non-equivalent control group. A total of 121 11th-grade students majoring in science and biology participated in this study. Participants were
divided into three groups and were tested under different PBL: (1) M-PBL, 23 males and 22
females; (2) H-PBL (high-intensity problem-based learning), 15 males and 20 females; and (3) L-PBL (low-intensity problem-based learning), 26 males and 15 females. Argumentation and CT skills
in M-PBL were compared with H-PBL and L-PBL. Results show that students engaging in M-PBL
biology learning had higher levels of argumentation and CT skills. Students’ argumentation and
CT skills were significantly improved through M-PBL, and thus should be considered by teachers
when restructuring lessons in a problem-solving class setting.
REFERENCES (70)
1.
Ab Kadir, M. A. (2018). An inquiry into critical thinking in the Australian curriculum: Examining its conceptual understandings and their implications on developing critical thinking as a “general capability” on teachers’ practice and knowledge. Asia Pacific Journal of Education, 38(4), 533-549. https://doi.org/10.1080/021887....
2.
Ariel, B., Bland, M. P., & Sutherland, A. (2022). Experimental designs (1st edition). SAGE Publications Ltd.
3.
Ariza, M. R., Quesada Armenteros, A., & Estepa Castro, A. (2021). Promoting critical thinking through mathematics and science teacher education: The case of argumentation and graphs interpretation about climate change. European Journal of Teacher Education, 0(0), 1-19. https://doi.org/10.1080/026197....
4.
Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: Defending and extending “science-in-context.” Cultural Studies of Science Education, 15(3), 825-851. https://doi.org/10.1007/s11422....
5.
Botting, D. (2017). Toulmin’s logical types. Argumentation, 31(2), 433-449. https://doi.org/10.1007/s10503....
6.
Chris, B., Sackville, A., & Chew Swee, C. (2004). Identifying good practice in the use of PBL to teach computing. Innovation in Teaching and Learning in Information and Computer Sciences, 3(1), 1-19. https://doi.org/10.11120/ital.....
7.
Dabbagh, N. (2019). Effects of PBL on critical thinking skills. In M. Moallem, W. Hung, & N. Dabbagh (Eds.), The Wiley handbook of problem‐based learning (1st ed., pp. 135-156). Wiley. https://doi.org/10.1002/978111....
8.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/108886....
9.
Downing, K. (2012). The impact of moving away from home on undergraduate metacognitive development. In H. Kloos (Ed.), Current topics in children’s learning and cognition. InTech. https://doi.org/10.5772/47944.
10.
Drisko, J. W., & Grady, M. D. (2019). Step 3 of EBP: Part 1—Evaluating research designs. Evidence-Based Practice in Clinical Social Work, 107-122. https://doi.org/10.1007/978-3-....
11.
Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38(1), 39-72. https://doi.org/10.1080/030572....
12.
Engelmann, K., Bannert, M., & Melzner, N. (2021). Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? Research and Practice in Technology Enhanced Learning, 16(1), 3. https://doi.org/10.1186/s41039....
13.
Ennis, R. H. (2018). Critical thinking across the curriculum: A vision. Topoi, 37(1), 165-184. https://doi.org/10.1007/s11245....
14.
Erduran, S. (2018). Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education. Cultural Studies of Science Education, 13(4), 1091-1099. https://doi.org/10.1007/s11422....
15.
Fisher, A. (2001). Critical thinking: An introduction. Cambridge University Press.
16.
García-Carmona, A., & Acevedo-Díaz, J. A. (2018). The nature of scientific practice and science education: Rationale of a set of essential pedagogical principles. Science & Education, 27(5-6), 435-455. https://doi.org/10.1007/s11191....
17.
Ghani, A. S. A., Rahim, A. F. A., Yusoff, M. S. B., & Hadie, S. N. H. (2021). Effective learning behavior in problem-based learning: A scoping review. Medical Science Educator, 31(3), 1199-1211. https://doi.org/10.1007/s40670....
18.
Giri, V., & Paily, M. U. (2020). Effect of scientific argumentation on the development of critical thinking. Science & Education, 29, 673-690. https://doi.org/10.1007/s11191....
19.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19(2), 139-152. https://doi.org/10.2753/MTP106....
20.
Hair, J. F., Ringle, C. M., & Sarstedt, M. (2013). Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance. Long Range Planning, 46(1-2), 1-12. https://doi.org/10.1016/j.lrp.....
21.
Hancock, T. S., Friedrichsen, P. J., Kinslow, A. T., & Sadler, T. D. (2019). Selecting socio-scientific issues for teaching: A grounded theory study of how science teachers collaboratively design SSI-based curricula. Science & Education, 28(6-7), 639-667. https://doi.org/10.1007/s11191....
22.
Hernández-Ramos, J., Pernaa, J., Cáceres-Jensen, L., & Rodríguez-Becerra, J. (2021). The effects of using socio-scientific issues and technology in problem-based learning: A systematic review. Education Sciences, 11(10), 640. https://doi.org/10.3390/educsc....
23.
Hoffman, B., & Spatariu, A. (2008). The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency. Contemporary Educational Psychology, 33(4), 875-893. https://doi.org/10.1016/j.cedp....
24.
Hursen, C. (2021). The effect of problem-based learning method supported by Web 2.0 tools on academic achievement and critical thinking skills in teacher education. Technology, Knowledge and Learning, 26(3), 515-533. https://doi.org/10.1007/s10758....
25.
Iordanou, K. (2013). Developing face-to-face argumentation skills: Does arguing on the computer help? Journal of Cognition and Development, 14(2), 292-320. https://doi.org/10.1080/152483....
26.
Jafari, M., & Meisert, A. (2021). Activating students’ argumentative resources on socioscientific issues by indirectly instructed reasoning and negotiation processes. Research in Science Education, 51(S2), 913-934. https://doi.org/10.1007/s11165....
27.
Jho, H., Yoon, H.-G., & Kim, M. (2014). The relationship of science knowledge, attitude and decision making on socio-scientific issues: The case study of students’ debates on a nuclear power plant in Korea. Science & Education, 23(5), 1131-1151. https://doi.org/10.1007/s11191....
28.
Jiménez-Aleixandre, M. P., & Puig, B. (2012). Argumentation, evidence evaluation and critical thinking. In B. J. Fraser, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1001-1015). Springer Netherlands. https://doi.org/10.1007/978-1-....
29.
Kabataş Memiş, E., & Çakan Akkaş, B. N. (2020). Developing critical thinking skills in the thinking-discussion-writing cycle: The argumentation-based inquiry approach. Asia Pacific Education Review, 21(3), 441-453. https://doi.org/10.1007/s12564....
30.
Kim, M., Anthony, R., & Blades, D. (2014). Decision making through dialogue: A case study of analyzing preservice teachers’ argumentation on socioscientific issues. Research in Science Education, 44(6), 903-926. https://doi.org/10.1007/s11165....
31.
Ku, K., & Ho, I. (2014). Metacognitive strategies that enhance critical thinking. Metacognition and Learning, 5, 251-267. https://doi.org/10.1007/s11409....
32.
Kuhn, D. (2018). A role for reasoning in a dialogic approach to critical thinking. Topoi, 37(1), 121-128. https://doi.org/10.1007/s11245....
33.
Kuhn, D., Arvidsson, T. S., Lesperance, R., & Corprew, R. (2017). Can engaging in science practices promote deep understanding of them? Science Education, 101(2), 232-250. https://doi.org/10.1002/sce.21....
34.
Lin, S.-S. (2014). Science and non-science undergraduate students’ critical thinking and argumentation performance in reading a science news report. International Journal of Science and Mathematics Education, 12(5), 1023-1046. https://doi.org/10.1007/s10763....
35.
Lobato, E. J. C., & Zimmerman, C. (2019). Examining how people reason about controversial scientific topics. Thinking & Reasoning, 25(2), 231-255. https://doi.org/10.1080/135467....
36.
Magno, C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition and Learning, 5(2), 137-156. https://doi.org/10.1007/s11409....
37.
Matheson, G. J. (2019). We need to talk about reliability: Making better use of test-retest studies for study design and interpretation. PeerJ, 7, e6918. https://doi.org/10.7717/peerj.....
38.
Mohseni, F., Seifoori, Z., & Ahangari, S. (2020). The impact of metacognitive strategy training and critical thinking awareness-raising on reading comprehension. Cogent Education, 7(1), 1720946. https://doi.org/10.1080/233118....
39.
Morris, L. V. (2017). Moving beyond critical thinking to critical dialogue. Innovative Higher Education, 42(5-6), 377-378. https://doi.org/10.1007/s10755....
40.
Naganuma, S. (2017). An assessment of civic scientific literacy in Japan: Development of a more authentic assessment task and scoring rubric. International Journal of Science Education, Part B, 7(4), 301-322. https://doi.org/10.1080/215484....
41.
Nielsen, J. A. (2013). Dialectical features of students’ argumentation: A critical review of argumentation Studies in Science Education. Research in Science Education, 43(1), 371-393. https://doi.org/10.1007/s11165....
42.
Nussbaum, E. M., & Sinatra, G. M. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28(3), 384-395. https://doi.org/10.1016/S0361-....
43.
Peters, R. (1996). Jihad in classical and modern Islam: A reader. Markus Wiener Pub.
44.
Sadler, T. D., Barab, S. A., & Scott, B. (2007). What do students gain by engaging in socioscientific inquiry? Research in Science Education, 37(4), 371-391. https://doi.org/10.1007/s11165....
45.
Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific Argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463-1488. https://doi.org/10.1080/095006....
46.
Seel, N. M. (2012). Experimental and quasi-experimental designs for research on learning. In N. M. Seel (Ed.), Encyclopedia of the sciences of learning (pp. 1223-1229). Springer US. https://doi.org/10.1007/978-1-....
47.
Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand. Asia-Pacific Science Education, 5(1), 1-22. https://doi.org/10.1186/s41029....
48.
Streiner, D. L., Norman, G. R., & Cairney, J. (2014). Health Measurement Scales: A practical guide to their development and use. In Health Measurement Scales (3rd ed.). Oxford University Press. https://oxfordmedicine.com/vie....
49.
Syaiful, Huda, N., Mukminin, A., & Kamid. (2022). Using a metacognitive learning approach to enhance students’ critical thinking skills through mathematics education. SN Social Sciences, 2(4), 31. https://doi.org/10.1007/s43545....
50.
Taber, K. S. (2015). Affect and meeting the needs of the gifted chemistry learner: Providing intellectual challenge to engage students in enjoyable learning. In M. Kahveci & M. Orgill (Eds.), Affective Dimensions in Chemistry Education (pp. 133-158). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-....
51.
Tanner, K. D. (2013). Structure matters: Twenty-one teaching strategies to promote student engagement and cultivate classroom equity. CBE—Life Sciences Education, 12(3), 322-331. https://doi.org/10.1187/cbe.13....
52.
Thonney, T., & Montgomery, J. C. (2019). Defining critical thinking across disciplines: An analysis of community college faculty perspectives. College Teaching, 67(3), 169-176. https://doi.org/10.1080/875675....
53.
Valladares, L. (2021). Scientific literacy and social transformation: Critical perspectives about science participation and emancipation. Science & Education, 30(3), 557-587. https://doi.org/10.1007/s11191....
54.
Vieira, R. M., & Tenreiro-Vieira, C. (2016). Fostering scientific literacy and critical thinking in elementary science education. International Journal of Science and Mathematics Education, 14(4), 659-680. https://doi.org/10.1007/s10763....
55.
von der Mühlen, S., Richter, T., Schmid, S., & Berthold, K. (2019). How to improve argumentation comprehension in university students: Experimental test of a training approach. Instructional Science, 47(2), 215-237. https://doi.org/10.1007/s11251....
56.
Voss, J. F. (2005). Toulmin’s model and the solving of ill-structured problems. Argumentation, 19(3), 321-329. https://doi.org/10.1007/s10503....
57.
Wechsler, S. M., Saiz, C., Rivas, S. F., Vendramini, C. M. M., Almeida, L. S., Mundim, M. C., & Franco, A. (2018). Creative and critical thinking: Independent or overlapping components? Thinking Skills and Creativity, 27, 114-122. https://doi.org/10.1016/j.tsc.....
58.
Weng, W.-Y., Lin, Y.-R., & She, H.-C. (2017). Scaffolding for argumentation in hypothetical and theoretical biology concepts. International Journal of Science Education, 39(7), 877-897. https://doi.org/10.1080/095006....
59.
Westen, D., & Rosenthal, R. (2003). Quantifying construct validity: Two simple measures. Journal of Personality and Social Psychology, 84(3), 608-618. https://doi.org/10.1037/0022-3....
60.
Wynn, C. T., & Okie, W. (2017). Problem-based learning and the training of secondary social studies teachers: A case study of candidate perceptions during their field experience. International Journal for the Scholarship of Teaching and Learning, 11(2), 16. https://eric.ed.gov/?id=EJ1150....
61.
Wynn, C. T., Ray, H., & Liu, L. (2019). The Relationship between Metacognitive Reflection, PBL, and Postformal Thinking among First-Year Learning Community Students. Learning Communities: Research & Practice, 7(2), 3. https://eric.ed.gov/?id=EJ1240....
62.
Xiao, S., & Sandoval, W. A. (2017). Associations between attitudes towards science and children’s evaluation of information about socioscientific issues. Science & Education, 26(3-4), 247-269. https://doi.org/10.1007/s11191....
63.
Yacoubian, H. A., & Khishfe, R. (2018). Argumentation, critical thinking, nature of science and socioscientific issues: A dialogue between two researchers. International Journal of Science Education, 40(7), 796-807. https://doi.org/10.1080/095006....
64.
Yang, X., Zhao, G., Yan, X., Chao, Q., Zhao, X., Lu, T., & Dong, Y. (2021). Pre-setting stances for students during collaborative argumentation: Parallel thinking versus adversarial thinking. Research in Science Education. https://doi.org/10.1007/s11165....
65.
Yore, L. D., & Treagust, D. F. (2006). Current realities and future possibilities: Language and science literacy—empowering research and informing instruction. International Journal of Science Education, 28(2-3), 291-314. https://doi.org/10.1080/095006....
66.
Young, S. A., Newton, A. R., Fowler, S. R., & Park, J. (2021). Critical thinking activities in Florida undergraduate biology classes improves comprehension of climate change. Journal of Biological Education, 1-12. https://doi.org/10.1080/002192....
67.
Zeidler, D. (2015). Socioscientific issues. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 998-1003). Springer Netherlands. https://doi.org/10.1007/978-94....
68.
Zeidler, D. L. (2014). Socioscientific issues as a curriculum emphasis: Theory, research and practice. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education: Vol. II (pp. 697-726). Routledge, Taylor & Francis Group.
69.
Zenker, F. (2018). Introduction: Reasoning, argumentation, and critical thinking instruction. Topoi, 37(1), 91-92. https://doi.org/10.1007/s11245....
70.
Zhao, N., Teng, X., Li, W., Li, Y., Wang, S., Wen, H., & Yi, M. (2019). A path model for metacognition and its relation to problem-solving strategies and achievement for different tasks. ZDM, 51(4), 641-653. https://doi.org/10.1007/s11858....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
