Development of an Instrument Designed to Investigate Elements of Science Students' Metacognition, Self-Efficacy and Learning Processes: The SEMLI-S

Autor/inn/en	Thomas, Gregory; Anderson, David; Nashon, Samson
Titel	Development of an Instrument Designed to Investigate Elements of Science Students' Metacognition, Self-Efficacy and Learning Processes: The SEMLI-S
Quelle	In: International Journal of Science Education, 30 (2008) 13, S.1701-1724 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Constructivism (Learning); Self Efficacy; Metacognition; Factor Analysis; Learning Processes; Foreign Countries; Test Construction; Science Instruction; High School Students; Cognitive Processes; Hong Kong + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Faktorenanalyse; Learning process; Lernprozess; Ausland; Testaufbau; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Cognitive process; Kognitiver Prozess; Hongkong
Abstract	The development and evaluation of science students' metacognition, learning processes and self-efficacy are important for improving science education. This paper reports on the development of an empirical self-report instrument for providing a measure of students' metacognition, self-efficacy and constructivist science learning processes. A review of the range of literature related to metacognition, self-regulation and constructivist learning processes resulted in the development of an initial bilingual (English and traditional Chinese) instrument composed of 72 items. This instrument was completed by 465 Hong Kong high school students. The data collected were subjected to exploratory factor analysis and Rasch analysis. The subsequent refinement process resulted in a final version of the Self-Efficacy and Metacognition Learning Inventory-Science (SEMLI-S) consisting of 30 items that can be used for either analysing and focusing on any or all of its dimensions or for assigning scores to individuals that enable comparison between them in relation to their metacognitive science learning orientations. (Contains 6 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10