ManuScript Details
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Paper Id:
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IJARW2476
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Title:
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ANALYSIS OF CONCEPTUAL UNDERSTANDING AND SELF- DETERMINATION IN LEARNING THE NATURE OF SCIENCE (NOS) AMONG SCIENCE EDUCATION STUDENTS
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 6 Issue 10 |
| Pages: |
5
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| Published On: |
4/7/2025 10:47:11 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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Edgar Anud, Jr. |
| Institute: |
Goose Creek High School |
Co - Author Details
| Author Name |
Author Institute |
| Naomi L. Barrot |
Goose Creek High School |
| Virgincita B. Aungon |
Goose Creek High School |
Abstract
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Research Area:
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Education |
| KeyWord: |
Conceptual understanding, Self-determination, Nature of Science, Autonomy, Competence |
| Abstract: |
This study investigated students’ conceptual understanding and self-determination in learning the Nature of Science (NOS). The specific aims were to assess students’ conceptual understanding of NOS, determine their self-determination levels regarding autonomy, competence, and relatedness, and explore the relationship between conceptual understanding and self-determination among BSEd-Sciences students.
Conducted at the College of Education, Central Mindanao University, Philippines, the research utilized a ten-item open-ended questionnaire on NOS adopted from Agustian (2020) and a self-determination survey from Johnston & Finney (2010). The latter assessed autonomy, competence, and relatedness. Descriptive statistics—frequency counts, percentages, and mean values—were used to evaluate conceptual understanding and self-determination levels. Pearson-product moment correlation determined the relationship between the two variables.
Results indicated that 59% of the 44 students were classified as "Informed," 16% as "Transitional," and 5% as "Naïve." The overall mean score for autonomy was 3.61, reflecting a positive evaluation. Students reported positively about their effort in learning NOS (4.26) and feeling free to express opinions (3.36), but exhibited a moderate sense of preparedness (3.24) and time spent learning NOS (3.18).
The competence mean score was 3.56, indicating a positive outlook, while the overall mean score was 3.37. Despite some favorable indicators, students felt socially isolated. A significant correlation (r = 0.57, p < 0.036) revealed that increased self-determination correlates with improved conceptual understanding. |
Citations
Copy and paste a formatted citation or use one of the links to import into a bibliography manager and reference.
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IEEE
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Edgar Anud, Jr., Naomi L. Barrot , Virgincita B. Aungon, "ANALYSIS OF CONCEPTUAL UNDERSTANDING AND SELF- DETERMINATION IN LEARNING THE NATURE OF SCIENCE (NOS) AMONG SCIENCE EDUCATION STUDENTS", International Journal Of All Research Writings,
vol. 6, no. 10, pp. 1-5, 2025.
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MLA
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Edgar Anud, Jr., Naomi L. Barrot , Virgincita B. Aungon "ANALYSIS OF CONCEPTUAL UNDERSTANDING AND SELF- DETERMINATION IN LEARNING THE NATURE OF SCIENCE (NOS) AMONG SCIENCE EDUCATION STUDENTS." International Journal Of All Research Writings,
vol 6, no. 10, 2025, pp. 1-5.
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APA
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Edgar Anud, Jr., Naomi L. Barrot , Virgincita B. Aungon (2025). ANALYSIS OF CONCEPTUAL UNDERSTANDING AND SELF- DETERMINATION IN LEARNING THE NATURE OF SCIENCE (NOS) AMONG SCIENCE EDUCATION STUDENTS. International Journal Of All Research Writings,
6(10), 1-5.
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ANALYSIS OF CONCEPTUAL UNDERSTANDING AND SELF- DETERMINATION IN LEARNING THE NATURE OF SCIENCE (NOS) AMONG SCIENCE EDUCATION STUDENTS
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ANALYSIS OF CONCEPTUAL UNDERSTANDING AND SELF- DETERMINATION IN LEARNING THE NATURE OF SCIENCE (NOS) AMONG SCIENCE EDUCATION STUDENTS
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