The relationship between pre-service elementary school teachers' metacognitive science learning orientations and their use of constructivist learning environment
International Journal of Innovation in Science and Mathematics Education, cilt.22, sa.6, ss.1-10, 2014 (Scopus)
- 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.