Reflective Idea-Image Connections: Effects of Pupil Metacognitive Awareness and Concept Understanding in Science

Mary Ann T. Crispino-Ceballo, Rosanelia T. Yangco

Abstract


Reflective Idea-Image Connections (RIIC) is a knowledge representation strategy wherein thoughts are made visible and explicit by constructing a colorful network of ideas and symbolic representations. It is characterized by footnotes about their thinking processes throughout (before, during, and after) the construction and the association or linking of images. This study was undertaken to: (1) determine the effects of the RIIC on pupils’ metacognitive awareness and concept understanding, and (2) find out if metacognitive awareness is related to concept understanding in Science. The research participants were 66 fourth graders during the Fourth Quarter of the Academic Year 2008-2009. The researcherdeveloped lesson plans for the Fourth Quarter revolved around the theme, Energy and Interaction. The topics covered were: (1) energy flow in the ecosystem, (2) forms of energy, and (3) forces. The instruments used were the Concept Understanding Test (CUT) and the RIIC assessment rubric, both developed by the researcher and validated by three elementary science teachers; and the Metacognitive Awareness Inventory (MAI) of Schraw and Dennison (1994). The CUT and the RIIC assessment rubric were used to measure pupils’ concept understanding while the MAI was used to determine pupils’ metacognitive awareness. The data gathered were primarily geared toward determining the effects of RIIC on pupil’s metacognitive awareness and concept understanding as well as knowing if metacognitive awareness and concept understanding were correlated. Statistical tools such as t-test for independent and paired samples, and Pearson r were utilized. Findings of the study revealed that: (1) The RIIC had no significant effect on metacognitive awareness, and (2) there was no significant correlation between MAI and CUT. Some recommendations of the study are: (1) for teachers to utilize RIIC as a strategy to present a lesson, or assess pupils’ learning. (2) for them to make use of RIIC in the development of the General science curriculum. (3) for researcher to conduct a similar study across grade levels.

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