Analysis of Students' Cognitive Dimension on Digestion Process

Year 2020, Volume: 5 Issue: 2, 72 - 82, 30.10.2020

Fernan Abragan

Abstract

This research deals on the students’ cognitive dimension in biological concepts. This was participated by the Grade 8 students of the Mindanao State University at Naawan- Integrated Developmental School, S.Y. 2018-2019. Thus, it primarily aims to find out the students’ cognitive dimension in Biology. A researcher-made questionnaire for conceptual assessment consisting of four open-ended questions per topic in the digestion process was used. Results showed that students’ conceptual understanding at 40% on the digestion process was memorizing dimension (level 1). This means that although students could properly define any piece of theoretical knowledge like in the books, students failed to utilize, apply, and exemplify the concepts.

Keywords

Cognitive Dimension, Understanding, Critical Thinking

Supporting Institution

NONE

References

• Barak, M., and Dori, Y. J. (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117–139.
• Barak, M., Ben, C. and Zoller, U. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking.
• Ben-Chaim, D., Ron, S., and Zoller, U. (2000). The disposition of eleventh-grade science students toward critical thinking. Journal of Science Education and Technology, 9(2), 149–159.
• Bernardo, A., Limjap, Auxencia A. Prudente, Maricar S.,and Roleda, Lydia S. (2008). Students’ Perceptions of Science Classes in the Philippines. De La Salle University-Manila Philippines.
• Bloom, B. S. (Ed.). Engelhart, M. D., Furst, E. J., Hill, and W. H., Krathwohl, D. R. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York, NY: David McKay.
• Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
• Choy, S., and Cheah, P. (2009). Teacher perceptions of Critical Thinking Among Students and Its Influence on Higher Education. International Journal of teaching and Learning in Higher Education, 20(2), 198-206.
• Cobb, P. (1994). Constructivism in mathematics and science education. Educational Researcher, 23, 4. de Bono, E. (1976). Teaching thinking. London: Penguin.
• Eggen P. and Kauchak, D. (2007). Educational Psychology, Windows on Classrooms. Seventh Edition. Upper Saddle River, NJ: Pearson Merrill Prentice Hall Publishing. Pgs. 202-227.
• Ennis, R. H. (1985). The logical basis for measuring CT skills. Educational Leadership, 43(2), 44–48.
• Ennis, R. R. (1989). Critical thinking and subject specificity: Clarification and needed research. Educational Researcher, 18, 4–10.
• Ghasempour, Z., Kashefi, H., Nor Bakar, M., and Miri, S. (2012). Higher Order Thinking via Mathematical Problem Posing Tasks among Engineering Students
• Goulding, M., Rowland, T., and Barber, P. (2002). Does it matter? Primary teacher trainees’ subject knowledge in mathematics, British Educational Research Journal, 28(5), 689-704. http://dx.doi.org/10.1080/0141192022000015543a Hammond, G. (2018). Higher order thinking. Retrieved December 2018 from http://xnet.rrc.mb.ca/glenh/hots.htm
• Hess, K. K., Jones, B. S., Carlock, D., and Walkup, J. R. (2009). Cognitive rigor: Blending the strengths of Bloom's taxonomy and Webb's depth of knowledge to enhance classroomlevel processes. Retrieved from https://files.eric.ed.gov/fulltext/ED517804.pdf
• King, F. J., Goodson, L., and Rohani, F. (2013). Higher Order Thinking Skills. Retrieved from http://www.cala.fsu.edu
• Leou, M., Abder, P., Riordan, M., and Zoller, U. (2006). ‘Using HOCS-centered learning’ as a pathway to promote science teachers’ metacognitive development. Research in Science Education, 36(1–2), 69–84.
• Linn, M. C. (2000). Designing the knowledge integration environment. International Journal of Science Education, 22(8), 781–796. Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1–2), 111–139.
• National Research Council (NRC) (1996). National Science Education Standards-NSES. Washington, DC: National Academy.
• Moore, B., and Stanly, T. (2010). Critical thinking and formative assessments. Larchmount, New York: Eye on Education, Inc.
• Neisser, E. (1967). Cognitive psychology. New York: Appleton-Century-Crofts
• New Jersey Department of Education. (2017). New Jersey Student Learning Standards: Standard 9— 21st Century Life and Careers.
• Newman, F. M. (1991). Promoting Higher Order Thinking in Social Studies: Overview of A Study of 16 High School Departments. Theory and Research in Social Education.19: 324‐340.
• Paul, R. (1996). Critical thinking workshop handbook (pp. 7–8). Rohnert Park, CA: Centre for Critical Thinking, Sanoma State University.
• Ramos, J., Dolipas, B., Villamor, B. (2013). Higher Order Thinking Skills and Academic Performance in Physics of College Students: A Regression Analysis. Benguet State University, Philippines & Philippine Normal University Agusan Campus, Philippines.
• Saglam-Arslan and Deviciouglu (2010). Student teachers’ level of understanding and level of understanding about Newton’s Law of Motion. Karadeniz Technical University.
• Schraw, G., Crippen, K. J., and Hartley, K. D. (2006). Promoting self-regulation in science education:
• Smith, V., and Szymanski, A. (2013). Critical Thinking: More Than test Scores. International Journal of Educational Leadership preparation, 8(2), 16-25.
• Sydoruk, Paige D., "An Analysis of the Higher Order Thinking Requirements of a Grade 8 Online-Based English Language Arts Skills Program" (2018). Seton Hall University Dissertations and Theses (ETDs). 2495.
• Tanujaya, B., Mumu, J., and Margono, G. (2017). The Relationship between Higher Order Thinking Skills and Academic Performance of Student in Mathematics Instruction. Department of Mathematics Education, University of Papua, Manokwari, Indonesia
• Teaching Higher‐Order Thinking (2018). Retrieved December 2018 from http://teachingasleadership.org/sites/default/files/RelatedReadings/LT_Ch5_2011.pdf
• Thomas, A., Glenda, T., and Small, B. (2000). Higher Order Thinking–It’s HOT! Centre for Development and Learning.Louisiana. 1(3).
• Tobin, K., Tippins, D. J., and Hook, K. S. (1994). Referents for changing a science curriculum: A case study of one teacher’s change in beliefs. Science Education, 3, 245–264.
• VonGlaserfeld, E. (1989). Constructivism in Education. In T. Husen and T.N. Postlethwaite (eds.), The International Encyclopedia of Education, Supplement. Oxford/New York, Pergamon Press.
• Webb, N., Alt, M., Ely, R., and Vesperman, B. (2005). Web Alignment Tool (WAT) training manual. Wisconsin Center for Educational Research, 1(1) 1–177.
• Yee, M.,Jailani, B., and Razali B. (2011). The Perception of Level of Higher Order Thinking Skills among Technical Education Students. Faculty of Education and Language Open University Malaysia, Kuala Lumpur, Malaysia.
• Zoller, U. (1993). Lecture and learning: Are they compatible? Maybe for LOCS; Unlikely for HOCS. Journal of Chemical Education, 70(3), 195–197.
• Zoller, U. (1999). Teaching tomorrow’s college science courses – Are we getting it right? Journal of College Science Teaching, 29(6), 409–414.