Development of a Metaconceptual Awareness and Regulation Scale

Autor/inn/en	Kirbulut, Zubeyde Demet; Uzuntiryaki-Kondakci, Esen; Beeth, Michael Edward
Titel	Development of a Metaconceptual Awareness and Regulation Scale
Quelle	In: International Journal of Science Education, 38 (2016) 13, S.2152-2173 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1230791
Schlagwörter	Metacognition; Test Construction; Likert Scales; Attitude Measures; Factor Analysis; Factor Structure; Correlation; Pilot Projects; High School Students; Grade 10; Grade 11; Validity; Self Control; Learning Strategies; Science Education; Foreign Countries; Questionnaires; Statistical Analysis; Maximum Likelihood Statistics; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Testaufbau; Likert-Skala; Faktorenanalyse; Faktorenstruktur; Korrelation; Pilot project; Modellversuch; Pilotprojekt; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Gültigkeit; Selbstbeherrschung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Naturwissenschaftliche Bildung; Ausland; Fragebogen; Statistische Analyse; Türkei
Abstract	This study aimed to develop the Metaconceptual Awareness and Regulation Scale (MARS) -- a self-report instrument for measuring the extent to which students realise, monitor, and evaluate their ideas. MARS consists of 10 items scored on a six-point Likert scale for two factors: metaconceptual awareness and metaconceptual regulation. A pilot study was conducted with 349 10th grade students while 338 11th grade students participated in the validation study. In order to test the two-factor structure of MARS, confirmatory factor analysis was employed with data from the validation study. Findings supported the two-factor structure of the MARS instrument. For further validity evidence, the relationship between students' metaconceptual awareness and regulation and their use of learning strategies were examined using canonical correlation analysis. A significant correlation was found between the factors of MARS and learning strategies. Research and practical applications of MARS by science education researchers and teachers are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01