Incorporating metacognitive design thinking process in STEM students' science investigatory projects (SIP)

• Main Author: Mariano, Melet B
• Format: text
• Language: English
• Published: Animo Repository 2024
• Subjects: Metacognition; Web-based instruction; Science > Study and teaching; Science and Mathematics Education; Secondary Education
• Online Access: https://animorepository.dlsu.edu.ph/etdd_scied/24; https://animorepository.dlsu.edu.ph/context/etdd_scied/article/1038/viewcontent/2024_Mariano_Incorporating_Metacognitive_Design_Thinking_Process_in_STEM_Stude.pdf
• Institution: De La Salle University

Responsive pedagogical approaches that develop 21st-century skills to meet the demands of Industry 4.0 are increasingly essential to ensure high-quality education is inclusive and equitable and provides possibilities for lifelong learning for everyone. The focus of this research study is to evaluate the incorporation of the Metacognitive Design Thinking (MDT) process in Grade 10 – STEM students’ Science Investigatory Projects (SIP) to enhance their 21st-century learning skills with the use of Web-based tools at Bataan National High SchoolJHS. This study pursued an Action Research Design, Concurrent Nested Mixed-Methods approach, and Plan-Do-Study-Act cycle (PDSA). One hundred twenty-four (124) STEM students participated in the study. Results showed that the STEM students' perceived 21st - century learning skills, such as critical thinking t(123)=7.74, p<0.001, creativity t(123) = 5.79, p<0.001, collaboration t(123) = 5.38, p<0.001, and communication t(123) = 6.79, p<0.001, significantly improved after implementing the metacognitive design thinking activities into the SIP. Moreover, findings revealed that the metacognitive design thinking process in SIP significantly enhanced the proficiency level of the STEM students with a large effect size, r = -0.87. Thematic results analysis showed that 21st-century skills, such as problem-solving, information literacy, flexibility, leadership, productivity, and social skills, are also considerably developed and enhanced. The findings have practical implications for educators and researchers interested in establishing pedagogical practices (PP) that use metacognitive design thinking to develop, support, or enhance students’ 21st Century Skills. Providing learners with an environment that fosters the development of 21st-century skills is compellingly essential for them to prosper in their careers over the Information Era.