Investigating pre-service elementary school teachers' metacognitive science learning orientations

Sait Gokalp M., Demet Kirbulut Z. D.

Anthropologist, cilt.16, sa.1-2, ss.177-184, 2013 (SCI-Expanded) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 16 Sayı: 1-2
  • Basım Tarihi: 2013
  • Doi Numarası: 10.1080/09720073.2013.11891346
  • Dergi Adı: Anthropologist
  • Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Social Sciences Citation Index (SSCI), Scopus
  • Sayfa Sayıları: ss.177-184
  • Anahtar Kelimeler: Metacognition, Scale adaptation, Science learning orientations
  • Gazi Üniversitesi Adresli: Hayır

Özet

This study describes the adaptation and validation of the Self-Efficacy and Metacognition Learning Inventory-Science (SEMLI-S) to examine pre-service elementary school teachers' metacognitive science learning orientations. In addition, pre-service teachers' metacognitive science learning orientations were examined in terms of gender. 193 pre-service elementary school teachers participated in the study. Exploratory and confirmatory factor analyses were performed. Exploratory factor analysis (EFA) showed that there were 4 factors explaining the 54% of the total variance of the scores. In addition to the EFA, confirmatory factor analysis (CFA) was performed to confirm the factor structure of the adapted SEMLI-S. Results of the CFA showed that the four-factor model of the adapted SEMLI-S fit well to the data. It could be concluded that the Turkish version of the SEMLI-S instrument is a valid and reliable instrument serving as a useful tool to understand learners' metacognitive science learning orientations. © Kamla-Raj 2013.