The Development of Reasoning Ability and scientific Attitude for 7th Grade Students Through Learning Management Based on Metacognition Inquiry and Transfer Learning Approach

Abstract

The purposes of this research were: 1) to compare reasoning abilities and scientific attitude of students, between before and after learning management based on metacognitive inquiry and transfer learning approach and             2) to compare reasoning abilities and scientific attitude of students, between the experimental group of student learning management based on metacognitive inquiry and transfer learning approach and the control group of student learning traditional approach. This research methodology was processed on experimental research with random assignment to determine the experimental group and the control group with 7^thgrade students in Tessaban 3 (Pinitpittayanusorn) school, Muang Nakhon Phanom District, Nakhon Phanom Province in the second semester of academic year 2022, for class 1/1, and 1/2 of 32 and 30 students, respectively. The students were obtained using cluster random sampling method. In addition, the research instruments were composed of 16 learning management plans for experimental group and control group, the 8-item Reasoning Abilities Test, and the 6-item Scientific Attitude Test. Statistical analysis consisted of mean, standard deviation, Dependent sample t-test, Hotelling’s T² and Univariate test.

The results showed that: 1) the experimental group of student learning management based on metacognitive inquiry and transfer learning approach revealed posttest scores of reasoning abilities and scientific attitude higher than before learning at the .05 level of significance, with pretest score of 22.97 and 15.56, and posttest score of 30.88 and 23.94, respectively, and 2) the experimental group of student learning management based on metacognitive inquiry and transfer learning approach was revealed higher posttest of  reasoning abilities and scientific attitude than  the control group of student learning traditional approach at the .05 level of significance with reasoning abilities score of 30.87 and 27.96, and scientific attitude score of 23.94 and 22.40,  respectively.