The relationship between pre-service elementary school teachers' metacognitive science learning orientations and their use of constructivist learning environment

Kirbulut Z. D., Gokalp M. S.

International Journal of Innovation in Science and Mathematics Education, cilt.22, sa.6, ss.1-10, 2014 (Scopus) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 22 Sayı: 6
  • Basım Tarihi: 2014
  • Dergi Adı: International Journal of Innovation in Science and Mathematics Education
  • Derginin Tarandığı İndeksler: Scopus
  • Sayfa Sayıları: ss.1-10
  • Anahtar Kelimeler: Constructivist learning environment, Metacognition, Science learning orientations
  • Gazi Üniversitesi Adresli: Hayır

Özet

The purpose of this study was to investigate the relationship between pre-service elementary school teachers' metacognitive science learning orientations and their use of constructivist learning environment. A total of 178 preservice elementary school teachers participated in this study. Constructivist Learning Environment Survey (CLES) and Self-Efficacy and Metacognition Learning Inventory-Science (SEMLI-S) were administered to the participants. In this study the CLES consisted of four dimensions: Uncertainty (U), Critical Voice (CV), Shared Control (SC), and Student Negotiation (SN). The SEMLI-S also includes four dimensions: Constructivist Connectivity (CC), Monitoring, Evaluation and Planning (MEP), Science Learning Self-efficacy (SE), and Learning Risks Awareness (AW). Four separate Multiple Linear Regression analyses were conducted. The results revealed that the SE and the AW were significant predictors for the U; the MEP and AW were significant predictors for the CV; the AW was significant predictor for the SN. None of the predictors contributed to the SC.